Programme Specification. BA (Hons) Performing Arts (Music)

Transcription

1 Programme Specification BA (Hons) Performing Arts (Music)

2 Please note. This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided. More detailed information on the learning outcomes content and teaching, learning and assessment methods of each module can be found in the study module guide, course handbook or on-line at The accuracy of the information contained in this document is reviewed by the University and may be checked by the Quality Assurance Agency for Higher Education. Outcomes statements have been referenced to the Dance, Drama and Performance benchmarking consultative document. 1 Awarding institution 2 Teaching Institution 3 Programme accredited by 4 Final award 5 Programme 6 UCAS code 7 Relevant QAA subject benchmarking group 8 Date of production/revision Liverpool John Moores University Liverpool Institute for Performing Arts n/a BA (Hons) Performing Arts (Music) Dance, Drama and Performance and Music March Educational aims of the programme The programmes aims are: a) To train expressive, creative and thinking practitioners in music and related performance skills and disciplines to standards of professional practice in a wide range of performance contexts b) To develop interest in and knowledge and understanding of the performing arts and the context in which contemporary musicians and vocalists work c) To enhance lifelong learning skills and personal development in order to enable creative contribution to the performing arts and to society at large 10 Programme outcomes The programme provides opportunities for students to develop and demonstrate knowledge, understanding, skills and other attributes in the following areas and, in the particular context of performing arts and vocational training for actors, these are consistent with the consultation QAA benchmarking documents for Dance, Drama and Performance. (DDP) and Music Knowledge and understanding A Knowledge and understanding of: 1 Processes by which music performance is created, realised and managed including rehearsal, vocal and musical training techniques and production arts; 2 The reading of various notations and scores and of how to effect transitions from page to different performance contexts: 3 The reading, analysis and interpretation of performance; 4 The performance and production skills necessary to communicate with an audience; 5 Group processes and dynamics in the creation of performance; 6 The interrelationship within and between different areas of performance and production; 7 The interdisciplinary elements of expressive arts as a vocabulary for performance; 8 The disciplines and standards of professional practice in contemporary music performance and related skills; 9 Historical and contemporary contexts of music and vocal production and performance; 10 Key practitioners and practices with relevant cultural and/or historical contexts; 11 Traditional and contemporary critical perspectives on the performing arts and of relevant theories, issues and debates relating to the subject; 12 Awareness of the main research methods used to collect and analyse data. 13 the professional context of music including areas such as: legal issues, self-management, career development, and presentation skills. Teaching/learning methods and strategies. Acquisition of 1 8 is through a combination of lectures, small group teaching, practical classes, workshops and directed production projects in years 1, 2 and 3. This is supplemented by opportunities for students to work independently outside the curriculum on self-directed production projects facilitated by the Independent Student Board or in collaboration with students taking other LIPA programmes: e.g. BA (Hons) Music or BA (Hons) Sound Technology. Additionally 9-13 is delivered through a combination of lectures, seminars and group teaching in years 1,2 and 3. 1,8 and 13 are reinforced in year 3 with visiting lectures and workshops from professional practitioners. Throughout the learner is encouraged to undertake independent reading and external visits to supplement what is being taught/learned and to broaden their individual knowledge and understanding of the subject.. Assessment. Testing of knowledge base is through a combination of continuous class assessment, presentations and performances, written analyses and/or log books, portfolios and essays. There are no written examinations

3 B Cognitive (thinking) skills-able to: 1 Read and analyse a range of musical texts for performance 2 Comprehend the languages of performing arts practice 3 Solve problems effectively and make decisions 4 Identify false logic or reasoning 5 Evaluate statements in terms of evidence 6 Define terms adequately Skills and other attributes Teaching/learning methods and strategies Cognitive skills are developed throughout all modular work. Relevant teaching and learning strategies include: discussion of key issues, practice in applying concepts either in writing or in practical rehearsal/ performance, analysis and interpretation of source material and individual feedback sessions on work produced. Assessment All assessment methods place emphasis upon the learner s ability to demonstrate skills 1-6 through the production of either written responses to tasks set or in the form of class showings and performances of rehearsed work. All learners also produce at least one extended Research Paper during their studies in year three which provides a suitable vehicle for the demonstration of these acquired skills. C Practical skills-able to: 1 Achieve instrumental/vocal competency to stipulated programme levels 2 Demonstrate a developed sense of process and discipline in the translation of texts, scores and other notations into living performance 3 Demonstrate effective methods of communication with an audience 4 Demonstrate effective use of ICT in presentations and self-management 5 Conduct effective research of various kinds and analyse results. 6 demonstrate competency in performance in a variety of genres and performance contexts including solo and group performance. 7 Demonstrate an awareness of a range of creative skills within disciplines such as: songwriting, composition and arranging. Teaching/learning methods and strategies All learners receive initial guidance on to how identify, locate and use material available in libraries and elsewhere (skills 2, 4 and 5). Comprehensive bibliographies are provided for each module at the outset, as are guidelines for the production of essays, written analyses and logs. Practical classes and rehearsals (skills 1, 2, 5 and 6) in various disciplines lead to a range of in-house showings and public performances (skills 1 3, 5 and 6)..Lectures, seminars, practical and workshop sessions supported by group tuition, masterclasses and listening sessions. 7 Assessment Skills 1-3, 5 and 6 are assessed through a combination of continuous coursework, in-house showings and public performances. Skills 4 and 5 are assessed by written essays including extended Research Paper, and portfolio presentations. D Transferable skills 1 Communicate effectively, orally and in writing 2 Effectively self-manage in terms of time, planning and behaviour, motivation, individual initiative and creative enterprise 3 Learn to learn and develop an appetite for learning; reflective, adaptive and collaborative learning 4 Demonstrate self-awareness, openness and sensitivity to diversity in terms of people, cultures, and issues relating to the profession 5 Effectively perform in a collaborative environment 6 Demonstrate inter-personal skills of effective listening, negotiating and presentation Teaching/learning methods and strategies All practical classes are taught in groups and work on individual skills development is shared with the rest of the class (skills 1 and 3-6). In addition skill 2 is embodied in professional Codes of Practice provided to students on induction at Level One and adhered to as disciplines for all class/rehearsal work. In addition the demanding schedule of classes, assessment and performance deadlines promotes skill 2 for learners (rather than being taught ). All classes, seminars and tutorials rely on discussion and interaction as well as developing positive critical exchange. (skills 1, 3-6) Assessment Effective communication of ideas is an important criterion in assessing all areas of a learner s work, whether in written work or through performance, and the regular feedback as well as the final mark reflect this. Skills 1-6 are assessed by coursework, presentations, showings, performances, collaborative projects and written assignments as appropriate to each module.

4 11 Programme structures and features, modules, credits and award requirements The programme is divided into study units called modules. The credit value for each module is indicated in brackets, e.g. (12). A 12 credit module is indicative to 120 hours total hours learning activity comprising student contact (lectures, workshops, seminars, tutorials and performance project supervision), course work preparation and private study. All learners take modules to the value of 120 credits each year/credit level. The appropriate module-unit credits are awarded for the successful achievement of the learning outcomes for the module. The full programme award, BA with Honours, is achieved upon the successful completion of 360 credits. Other awards are BA without honours, upon the successful completion of at least 300 credits; Diploma in Higher Education, upon the successful completion of at least 240 credits; and Certificate in Higher Education upon the successful completion of at least 120 credits. Compulsory Modules Optional Modules Potential Awards - BA and BA (Hons) Degree Year 3/Credit level 3 Final Research Paper (24) Final Practical Project (24) Professional Preparation (Music) (12) Professional Presentation Skills (Music) (12) Choose 1 The Performer (48) Or The Composer/Songwriter (48) Award Requirements: (see above) Outcomes developed/ assessed: Skills A1-13, B1-6, C1-7, D1-6 Potential Award - Diploma in Higher Education (Dip HE) Year 1/Credit level 1 Year 2/Credit level 2 Advanced Instrumental / Vocal Performance (12) Ensemble Performance Skills (12) Professional Development for the Music Business (12) Complimentary Music and Performance Skills (12) Public Practical Project (12) Performance Workshop (12) Movement and Dance 2 (12) Elective 2 (12) Instrumental/Vocal Performance (12) Performance Skills (12) Music Creation (24) Complementary Music Skills (12) Personal and Professional Development (12) Contextual Studies 1 (12) Level 1 Practical Project (12) Movement and Dance (Music) (12) Elective 1 (12) Choose either Advanced Music Creation (24) Or Singing As Performance (12) Musical Theatre Workshop (12) Potential Award - Certificate in Higher Education (Cert HE) Progression Requirements: 240 credits Outcomes developed/ assessed: Skills A1-13, B1-6, C1-7, D1-6 Progression Requirements: 120 credits Outcomes developed/ assessed: Skills A1-12, B1-6, C1-7, D1-6

5 12 Support for students and their learning 5 large & 6 small band rehearsal rooms equipped with full back-line and PA systems, 7 small instrumental practice rooms, keyboard lab, 2 fully equipped DJ Studios, Radio studio 6 fully equipped recording studios, 2 small pro-tools studios, 12 pro-tools/logic work-stations, video edit suite 1-1 tuition, small ensemble/seminar/workshops group learning Extensive library and other learning resources and facilities at both LIPA and LJMU. One week induction programme for orientation and introducing study skills at the onset of each year/credit level. Student handbooks and individual module handbooks. Dedicated learning resource centre staff as subject specialist. Study skill packages. Vibrant non-curricular performing arts, music and entertainment activity instituted and maintained via an Independent Student Board (ISB) having access to LIPA planning, rehearsal, performing, technical and recording resources. Strong visiting lecturer programme from local and national industry practitioners. Close local and national industry links by virtue of robust practitioner/academic staff culture. All learners have access to the central Learner Support Manager for educational and personal support. All learners are allocated personal development/learning guidance tutors whose role is to assist them with any academic issues they may have and help them manage their learning across the Institution. Action Plans and Personal Development Planning is part of this tutorial process. Student to student workstation ratio of 5:1. LRCOnline student portal on LIPA Intranet (IWIS). Access to a range of electronic information sources ISI Web of Science; EBSCO host service; International Index to Performing Arts; BIDS IBSS; ingenta Full text Service. Student and open personal access to tutorial staff including the Director of Higher Education. 13 Criteria for admission Acceptance upon the programme is by audition/interview only. Candidates are invited to audition/interview on the basis of completing the LIPA and/or UCAS application form and an assessment based upon five equally weighted criteria: Education: GCE A Level and AVCE: 260 points from three subjects at grades BCC, or above (excluding General Studies) and five grade C GCSE passes which should usually include Maths and English Language or Combinations of GCE A Level and AVCE Double Award: 260 points, or above BTEC National Diploma: MMM profile, or above Irish Leaving Certificate: 260 points from 5 Irish Highers Scottish Highers: 260 points from Advanced Highers European Baccalaureate or International Baccalaureate: 28 points Grade 5 in music theory (for example, London College of Music, Popular Music Theory or ABRSM) or equivalent. Mature and overseas students considered on an individual basis). Experience (professional, semi-professional, amateur or voluntary). Communication skills (literacy and analysis). Enterprise (independence, initiative, self-generated activity). Interdisciplinary (interest, knowledge and ability in other art forms). Audition/interview format includes introduction to LIPA, critical writing exercise, practical workshop, presentation of audition pieces. Equal Opportunity LIPA is an equal opportunities organisation and aims to successfully recruit students from a wide range of different socioeconomic and personal backgrounds. To ensure effective equality of opportunity within the application process it is subject to regular audit which monitors applicant/student characteristics such as age, gender and ethnicity. LIPA recognises that to welcome students from a diverse range of cultural economic and religious backgrounds it will have to continue to modify its practices to ensure inclusivity and retention. Disabled students are also welcomed. All disabled applicants, who meet the minimum entry requirements will be offered an interview/audition. When the need is known in advance, reasonable adjustments to the interview/audition process will be made to ensure equality of access. When the applicant is successful at interview/audition and when reasonable adjustment(s) can be made to the programme to accommodate the applicant a place will be offered. AP(E)L and Credit Transfers Students with prior attainment in higher education, such as Cert H.E, Dip H.E, HND or other H.E credits (credit transfers) may be awarded advance standing on the programme and potentially direct entry at either Level 2 or 3. Where this occurs, the student s prior qualifications are mapped against module and programme learning outcomes and appropriate credit given. Advance study, through prior experience outside of formal education, requires detailed documentary evidence of the experience and evidence that learning has taken place. This evidence is then mapped against module and programme learning outcomes and the appropriate credit given. AP(E)L is given at the discretion of the Institute and is based on places being available and on the premise that advance standing will be of benefit to the applicant.

6 14 Methods for evaluating and improving the quality and standards of teaching and learning Mechanisms for review and evaluation of teaching, learning, assessment, the curriculum and outcome standards - Module reviews (feedback forms and staff report). Annual Programme Reviews prepared by programme team Periodic review and revalidation involving external panel members. Annual staff appraisal. Peer teaching observation. External Examiner reports. Higher Education Quality Committee (sub-group: Teaching, Learning and Academic Procedures Group). Committees with responsibility for monitoring and evaluating quality and standards - Programme Board. Student Advisory Board. Annual Student Satisfaction Survey. Higher Education Quality Committee (sub-group: Teaching, Learning and Academic Procedures Group). Learning Board. Module Assessment and Programme Assessment Boards. Mechanisms for gaining student feedback on the quality of teaching and their learning experience - Student Advisory Board process. Module Feedback forms. Student Satisfaction survey Staff development priorities include - Staff expected to attain Masters degree or higher qualifications. Staff appraisal scheme and institutional staff training (as required). Research to inform professional practice and academic goals e.g. conferences, publications. Regular Programme team meetings and comprehensive annual review and planning for forthcoming year. 15 Regulation of assessment Assessment rules & Honours classification Minimum pass mark is 40% for each module. Overview of assessment details are provided in the Student Handbook and a full assessment brief provided within Module Handbooks. To qualify for the Honours Degree, learners must complete all the programme requirements and must pass all modules. The marks from second and third years/credit levels assessments only will contribute to the final classification of the degree. The marks for each module are weighted according to the credit weighting and level of module. The weighting of marks contributing to the degree for years/credit levels 1, 2 and 3 is: Summary of grades, marks and their interpretation for Honours Degree classification Grade Marks Interpretation 1st 70% - 100% First class performance % - 69% Upper second class performance % - 59% Lower second class performance 3rd 40% - 49% Third class performance F Less than 40% A fail performance Role of External Examiners The External Examiner is selected by the Learning Board for approval by LJMU. External Examiner is appointed from the academic or practitioner of performing arts, music and entertainment community. The role of the External Examiner is that of moderator. In order to do this they: approve examination programmes review course work see all examination scripts attend the Programme Assessment Board

7 16 Indicators of quality and standards Liverpool John Moores University Associate Lecturers 17 Curriculum Map for BA (Hons) Performing Arts (Music) overleaf. This map provides a design aid to help academic staff identify where the programme outcomes are being developed and assessed within the programme. It also provides a check list for quality assurance purposes and can be use in validation, accreditation and external examining processes, making the learning outcomes transparent. It also helps learners monitor their own learning, personal and professional development as the programme progresses. See section 10 for full description of the programme outcomes A1-12, B1-6, C1-5, D1-6.

8 Modules Programme Outcomes Level 1 Cod e A1 A2 A3 A4 A5 A6 A7 A8 A9 A 10 A 11 A 12 A 13 B1 B2 B3 B4 B5 B6 C1 C2 C3 C4 C5 C6 C7 D1 D2 D3 D4 D5 D6 Instrumental/Vocal Performance X X X X X X X X X X X X X X X X X X X X X X X Performance skills X X X X X X X X X X X X X X X X X X X X X X Movement and Dance (Music) X X X X X X X X X X X X X X X X X X X X Complementary Music Skills X X X X X X X X X X X X X X X X X X X Personal and Professional Development X X X X X X X X X X X X Contextual Studies 1 X X X X X X X X X X X X X X X X X X X X X X X Practical Project X X X X X X X X X X X X X X X X X X X X X X X Elective 1 X X X X X X X X X X X X X X X X X X Music Creation X X X X X X X X X X X X X X X X X X X X X Level 2 Advanced Instrumental/Vocal Performance X X X X X X X X X X X X X X X X X X X X X X X X X Ensemble Performance Skills X X X X X X X X X X X X X X X X X X X X X X X Musical Theatre Workshop X X X X X X X X X X X X X X X X X X X X X X X X Performance Workshop X X X X X X X X X X X X X X X X X X X X X Public Practical Project X X X X X X X X X X X X X X X X X X X X X X X X X Elective 2 X X X X X X X X X X X X X X X X X X Singing As Performance X X X X X X X X X X X X X X X X X X X X X X X X X X Advanced Music Creation X X X X X X X X X X X X X X X X X X X X X X Professional Development for the Music Business X X X X X X X X X X X X X X X X X X X Complimentary Music and Performance Skills X X X X X X X X X X X X X X X X X Movement & Dance 2 X X X X X X X X X X X X X X X X X X X X Level 3 Professional Preparation (Music) X X X X X X X X X X X X X X X X X X X X Professional Presentation Skills (Music) X X X X X X X X X X X X X X X X X X X X Final Research Paper X X X X X X X X X X X X X X X X X X X X X Final Practical Project X X X X X X X X X X X X X X X X X X X X X X X X The Performer X X X X X X X X X X X X X X X X X X X X X X X X X X X X X The Composer/Songwriter X X X X X X X X X X X X X X X X X X X X X X X X X LEVEL 1 LEVEL 2 LEVEL 3