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Session: 2022/23
Last modified: 10/06/2022 11:47:03
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Title of Module: Professional Music Brief |
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Code: MUSC11019 |
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: | Clare
Kelly
Duffin |
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| Summary of Module |
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Professional Music Brief 1 is an inquiry based learning module, presenting students with the challenge of exploring a range of creative practices to inform their response to professional and high level briefs derived from industry practices. Students will be set challenges related to professional recording studio practice, participatory arts practice, songwriting or music business / entrepreneurial practice, with an aim to investigate and develop professional techniques – and their professional practice more broadly – by means of responding to challenges akin to those found within professional industry briefs.
The module is designed to facilitate professional portfolio building and reflective practice pertinent to students’ ongoing professional development.
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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 an ability to critically reflect on their creative practice in response to a professional music-related brief
L2.
Evidence a clear exploration of professional techniques suitable for professional creative practice
L3.
Produce a portfolio of professional materials suitable for operating within the creative industries |
| 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.
Demonstrate an ability to explore professional creative techniques, critical knowledge and understanding in one or more specialisms related to set professional briefs, much of which is at, or informed by, developments at the forefront. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 11.
Practise in a wide and often unpredictable variety of professional level contexts.
Demonstrate originality or creativity in the exploration and application of knowledge, understanding and/or practices within the context of set music or creative industries briefs. |
| Generic Cognitive skills |
SCQF Level 11.
Develop original and creative responses to problems and issues as defined within a range of specific music or creative industries briefs.
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| Communication, ICT and Numeracy Skills |
SCQF Level 11.
Communicate with peers, more senior colleagues, specialists and representatives of professional bodies / industry.
Students will use a range of software to support creative work, including recording software and other web based technologies.
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| Autonomy, Accountability and Working with others |
SCQF Level 11.
Demonstrate leadership and/or initiative and make an identifiable contribution to change and development within the context of creative industries.
Exercise substantial autonomy and initiative in professional and equivalent activities. |
| 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 module will comprise of a series of interactive, small-group workshops and tutorials designed to support students in the development of their creative, professional development. Broadly, sessions will focus on:
- Developing professional techniques
- Exploring creative practice
- Portfolio building
- Reflecting on professional practice within the creative industries
Students will also work independently, supported through feedback sessions and online materials via the VLE. |
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) |
| Practice Based Learning | 24 |
| Tutorial/Synchronous Support Activity | 12 |
| 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:
Barrett, M. S. (2014) Collaborative Creative Thought and Practice in Music. Surrey: Ashgate Publishing Ltd.
Bennett, S. (2019) Modern Records, Maverick Methods: Technology and Process in Popular Music 1978-2000. London: Bloomsbury.
Burnard, P. (2012) Musical Creativities in Practice. Oxford. Oxford University Press
Clarke, E. F. & Doffman, M. (2017) Distrubuted Creativity: Collaboration and Improvisation in Contemporary Music. Oxford: Oxford University Press.
Cook, N. (2018) Music as Creative Practice. Oxford: Oxford University Press.
Mantie, R. & Smith G. D. (2017) The Oxford Handbook of Music Making and Leisure. New York: Oxford University Press.
Moeran, B. & Christensen, B. T. (2013) Exploring Creativity: Evaluative Practices in Innovation, Design and the Arts. Cambridge: Cambridge University Press.
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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
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
Attendace to synchronous classes
Completion and timely submission of formative and summative assessment |
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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 | |
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| Version Number | 1.02 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Brief Response 1 (50%) – to include evidence of creative development and the exploration of professional techniques partnered by a critically reflective account of the response. |
| Brief Response 2 (50%) – to include evidence of creative development and the exploration of professional techniques partnered by a critically reflective account of the response. |
(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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In order for the student to complete this module an element of practical engagement in-person with classmates should be undertaken. This pertains mainly to briefs involving collaboration.
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 our VLE, 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 |
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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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