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Session: 2022/23
Last modified: 08/04/2021 15:46:19
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Title of Module: Live Performance |
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Code: MUSC07009 |
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: | Jim
Prime |
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| Summary of Module |
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To introduce all students to the experience of live music performance each student is placed in a mixed ability / instrument performance unit (instrumentalists, technologists, sociologists, etc..) and involved in writing, arranging and performing a piece of original material. Lectures include safe practice, stage persona, songwriting stimuli, dynamics and each performance unit must co-ordinate to write / arrange, select an image, and perform a body of original material. At the end of the performance task students are required to submit a critical report.
This core module has additional hours attached as an introduction to personal development planning.
- Ability to create and construct musical ideas in collaboration with group members
- Demonstrate appropriate and effective performance strategies
- Ability to identify team members’ performance abilities and designate roles in a performance environment.
- Ability to organise an effective rehearsal routine.
- The ability to recognise and identify personal barriers to songwriting and performance and design strategies to overcome these.
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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.
Analyse/identify team members performance abilities & designate roles in a performance environment, plan and implement appropriate and effective performance strategies
L2.
Self-reflect and self-analyse weaknesses/strengths/barriers to their own personal musicianship.
L3.
Demonstrate musical/performance ideas to create/construct a musical performance of self-composed material. |
| 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.
A broad knowledge of the key issues in live music performance.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 7.
Use some of the basic and routine professional skills, techniques, practices and/or materials associated with forming a musical, collective, developing music and performing in public. Practice these in both routine and non-routine contexts |
| Generic Cognitive skills |
SCQF Level 7.
Present and evaluate collaborative music practice. Address defined music briefs using a range of performance approaches
Use a range of approaches to address defined and/or routine problems and issues within familiar contexts |
| Communication, ICT and Numeracy Skills |
SCQF Level 7.
Use a range of forms of communication effectively in both familiar and new contexts, from the rehearsal / development process to the live performance itself. |
| Autonomy, Accountability and Working with others |
SCQF Level 7.
Exercise some initiative and independence in carrying out defined activities at a professional performance level. Take supervision in less familiar areas of work, respond to musical criticism, studio / rehearsal routining. Take some managerial responsibility for the work of others within a defined and supervised musical group structure. Take account of own and others’ roles and responsibilities in carrying out and evaluating tasks, working creatively within a group structure to produce a coherent musical statement. Work with others in support of current professional practice under guidance |
| 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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| The delivery of the module will consist of lectures, tutorials and a series of intensive group rehearsals / workshops where student material will be developed with guidance from lecturers. Students will be expected to rehearse in the same groups, independently and regularly, towards the preparation of assessment. There will also be lectures to assist students to recognise and design strategies for coping with common performance fears and songwriting barriers. |
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 | 12 |
| Tutorial/Synchronous Support Activity | 24 |
| 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:
Due to the changing nature of the live performance arena materials are available through the V.L.E and are mostly online
Davis, S. (1992) Songwriters Idea Book, London: Omnibus
Luboff, P. (1992) Songwriting Wrongs And How To Right Them, Ohio: Writer’s Digest
www.bandlab.com
This is essential software to allow collaborative work during Covid restrictions
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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 | David Scott |
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| External Examiner | B Challis |
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| Accreditation Details | James |
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| Version Number | 2.07 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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Reflective essay – 1200 words (40% of overall module mark). This allows students to reflect on some of their weaknesses and strengths, address performance and songwriting anxieties and research ways in which other musicians have addressed these barriers.
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| Live Performance (60% of mark) Throughout rehearsals and workshops students will have each created a piece of music and lyrics in collaboration with group members. This will then be performed in front of a live audience or online video equivalent subject to restrictions. The mark is a combination of the quality of the group performance as a whole there will be a personal mark for engagement in the performance, communication of musical ideas to other group members, quality of the song and level of engagement with the whole process from rehearsal to performance |
(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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