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Session: 2022/23
Last modified: 13/04/2021 14:14:20
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Title of Module: Recording for Media 3 |
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Code: MUSC09010 |
SCQF Level: 9
(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 seeks to explore advanced techniques in convergent media recording. Utilising Digital Audio Workstation software and audio equipment students will be expected to create a remix of an existing multi track track session and introduce original instrumentation into the final mix. The module will also introduce students to new and developing audio post production techniques and technologies with an emphasis on:
- Examining current industries practices working with Creative Commons-licensed materials to create an Audio Remix .
- Examining current ‘sound design industries’ practices, including ADR, “Foley” and sound effects creation.
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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.
Demonstrate ability to operate digital music technology.
L2.
Demonstrate understanding of the key concepts of digital audio.
L3.
Utilise technology to produce music multi-track digital recordings.
L4.
Utilise technology to produce audio post production artefacts. |
| 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 9.
Demonstrate
An understanding of the scope and defining features of the audio industry with a emphasis on informed creative practice.
A critical understanding of a range of the principals, principal theories , concepts and terminology of the subject of audio recording, mixing and production.
Knowledge of one or more specialisms that is informed by forefront developments in the area of audio production.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Apply knowledge, skills and understanding.
In using a range of the principal professional skills, techniques, practices and / or materials associated with audio recording, mixing and production.
Use a few skills, practices and/or materials which are specialised, advanced, or at the forefront of a subject/discipline of audio recording, mixing and production. |
| Generic Cognitive skills |
SCQF Level 9.
Undertake critical analysis and/or synthesis of the central ideas, concepts and issues associated with the discourse of popular music and cultural identity.
Draw os a range of sources in making judgements in line with audio production techniques. |
| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Use a wide range of routine skills and some advanced and specialised skills in support of established practices in a subject/discipline,
Use a range of ICT applications / software to support and enhance work within the area of audio production.
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| Autonomy, Accountability and Working with others |
SCQF Level 9.
Exercise autonomy and initiative in activities in audio production at a practical professional level.
Practise in ways that show awareness of own and others’ roles and responsibilities. |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
MUSC08014
| Module Title:
Recording for Media 2
*
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| Other: | Or equi sector, for example:valent |
| 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 | 20 |
| Laboratory/Practical Demonstration/Workshop | 16 |
| 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:
Audiomedia. (2015) Audio Media. Available from: http://www.audiomedia.com. [Accessed 26 November 2015].
Huber D & Runstein R. (2013) Modern Recording Techniques. 8th Ed. Taylor Francis.
Katz, B. 2013. Mastering Audio: The Art and the Science. 3rd Ed. London: Focal Press.
Owsinski B. 2013. The Mixing Engineers Handbook. 3rd Ed.
Music Producer. 2015. Music Producer. Available from: http://www.musicproducer.com [Accessed 26 November 2015].
Sound On Sound. 2021. Sound On Sound. Available from: http://www.soundonsound.com [Accessed 13 April 2021].
Tape Op. 2021. Tape Op. Available from: http://www.tapeop.com [Accessed 13th April 2021].
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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 | Jim Prime |
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| External Examiner | Ben Challis |
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| Accreditation Details | JAMES (Joint Audio Media Education Support) 1. Updated reading list |
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| Version Number | 4.01 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Assessment 1: Remix brief – Practical recorded / mixed submission (50%). |
| Assessment 2: Audio Post Production brief – Practical recorded / mixed submission (50%) |
(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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