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Session: 2022/23
Last modified: 21/06/2022 16:07:43
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Title of Module: Global Music Industries (20 Credits) |
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Code: MUSC11021 |
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: | Kenny
Forbes |
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| Summary of Module |
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This module examines the nature and structure of the contemporary global music industries from a variety of perspectives. Drawing from a range of key concepts in popular music and cultural studies, lectures will consider the rapidly changing nature of an increasingly globalised and digitised music industries. This module will review contributions made by music, musicians and music products to the creative economy, contextualising these contributions within the broader landscape of the global music industries through focused case studies.
- Some of the key concepts explored include:
- Globalisation theory
- Music industries within the creative industries
- Music industries as creative industries
- Digitalisation and social media
- Marketing and branding in the music and creative industries
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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 a critical understanding of the principles and theories underpinning globalisation, music industries and the creative industries
L2.
L2. Demonstrate extensive, detailed and critical knowledge of the relationship of the between the local and global within a music and creative industries framework
L3.
L3. Develop original and creative responses to problems and issues identified through independent research of the global music 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.
Students should be able to demonstrate and/or work with knowledge that covers and integrates most, if not all, of the main areas of the subject of the global music industries. Students should be able to demonstrate a critical understanding of the principal trends and concepts and be critically aware of current issues within the subject |
| Practice: Applied Knowledge and Understanding |
SCQF Level 11.
Plan and execute a significant project of research, investigation or development |
| Generic Cognitive skills |
SCQF Level 11.
Apply critical analysis, evaluation and synthesis to issues which are at the forefront or informed by developments at the forefront of the discipline. Develop original and creative responses to problems and issues. Critically review, consolidate and extend knowledge, skills, practices and thinking in the subject/discipline |
| Communication, ICT and Numeracy Skills |
SCQF Level 11.
Communicate using appropriate methods, to a range of audiences with different levels of knowledge/expertise including peers and industry professionals |
| Autonomy, Accountability and Working with others |
SCQF Level 11.
Exercise substantial autonomy and initiative in professional and equivalent activities. Take responsibility for own work and/or significant responsibility for the work of others |
| 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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| Teaching and learning activities will be primarily in the form of lectures, directed study activity where applicable, and tutorials. |
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 | 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:
Chen, S., Homan, S., Redhead, T. and Vella, R. (2021) The Music Export Business: Born Global. 1st edition. New York: Routledge.
Hracs, B.J., Seman, M. and Virani, T.E. (eds) (2016) The Production and Consumption of Music in the Digital Age: 58. 1st edition. New York, NY: Routledge.
Jenkins, H. (2008) Convergence Culture: Where Old and New Media Collide. New York: New York University Press.
Pine, BJ. and Gilmour, J.H (2019) The Experience Economy. Boston: Harvard Business School Press.
Ray, M.B. (2018) Digital Connectivity and Music Culture: Artists and Accomplices. London: Palgrave Macmillan
Tenzer, M. and Roeder, J. (eds) (2011) Analytical and Cross-Cultural Studies in World Music. New York: Oxford 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:
Students will be expected to meet the following minimum thresholds for engagement during the course of the academic year
• Regular engagement with their Virtual Learning Environment (MyUWS, AULA, MBAOW etc) as evidence by an average of 3 engagements per week and monitored via appropriate learner analytics within the VLE.
• Attendance at 75% of live (‘synchronous’) class activities, online or face to face, with attendance taken in each class and recorded by academic staff via Self-Service Banner.
• Engagement and submission of all assessments unless non-submission is supported by submission of an Extenuating Circumstances Statement (ECS).
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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 | Jayne Stynes |
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| External Examiner | Neil McSweeney |
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| Accreditation Details | JAMES |
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| Version Number | 1 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Assessment 1: Presentation (40%) Students will give a 15-minute SWOT analysis presentation based on an independently researched topic, challenge, or issue within of the global music industries. |
| Assessment 2: Essay (60%) Students will write a 3,000-word essay on an independently researched aspect of the global music industries. Grounded in key theoretical concepts covered during this module, this essay must include at least one case study of a current organisation or company active within the global music industries. |
(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 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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