Programme Specification Undergraduate. Applicable to all non-clinical undergraduate programmes* Part A: Programme Summary Information

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1 Programme Specification Undergraduate Applicable to all non-clinical undergraduate programmes* Please click here for guidance on completing this specification template. *Excluding Integrated Master s degrees. Part A: Programme Summary Information 1. Title of programme: Music 2. Programme Code: W Entry Award: Credit: Level: BA (Hons) 360 At least 90 credits at level 6 Year 1: the majority of credit at level 4 Year 2: the majority of credit at level 5 BSc (Hons) Other (please specify below): 4. Exit Awards: Credit: Level: Diploma in Higher Education (Dip HE) 240 Year 1: the majority of credit at level 4 Year 2: the majority of credit at level 5 Certificate in Higher Education (Cert HE) 120 The majority of credit at level 4 5. Date of first intake: Sep Frequency of intake: Annually, in September 7. Duration and mode of study: 3 Years (full-time) 8. Applicable framework: Model for Non-Clinical First Degree Programme 1 of 15

2 Framework exemption required: Please indicate the applicable boxes: No (please go to section 9) Yes (please provide a brief summary below) Date exemption approved by AQSC: 9. Applicable Ordinance: Ordinance 37 General Ordinance for Undergraduate Degrees Ordinance 39 Diploma in Higher Education Ordinance 40 Certificate in Higher Education New/revised Ordinance required: Please indicate the applicable boxes: No (please go to section 10) Yes (please provide a brief summary below) Date new/revised Ordinance approved by Council: 10. Faculty: Faculty of Humanities and Social Sciences 11: Level 2 School/Institute: School of the Arts 12. Level 1 unit: Department of Music 13. Campus: Liverpool 14. Other contributors from UoL: 15: Teaching other than at UoL: 16: Director of Studies: Dr. Freya Jarman 17: Board of Studies: School of the Arts 18: Board of Examiners: School of the Arts 19. External Examiner(s): Name Institution Position 20. Professional, Statutory or Regulatory body: 21: QAA Subject benchmark Statements(s): Dr Ian Biddle University of Newcastle Senior Lecturer Music (2008) 2 of 15

3 22. Other reference points: None 23. Fees: Standard Home/EU and International Rates 24. Additional costs to the student: 25: AQSC approval: 2009 Part B: Programme Aims & Objectives 26. Aims of the Programme No. See numbered list (next) Aim: 1 to provide an understanding of Western Classical music (and some awareness of other repertoires of music) and of alternative approaches to its study 2 to develop a comparative understanding of Western Classical music s varied and diverse significance in a range of different cultural contexts 3 to cater for students with a range of interests and backgrounds in Western Classical music, including those who would like to concentrate on more historical and theoretical study and those who would like to engage with more practical or technical studies 4 to allow choice within a coherent and integrated framework that both ensures academic progression and allows for increasing specialisation year on year 5 to prepare students for employment or postgraduate study 27. Learning Outcomes No. Learning outcomes Bachelor s Honour s degree 1 A detailed understanding of histories, styles and forms across a wide range of Western Classical (and some other) music repertoires 2 A detailed and critical understanding of music from a wide range of aesthetic, cultural and social perspectives 3 Advanced proficiency in at least one of the following: extended academic research, performance, composition or music technology 4 The ability to deploy accurately key methodological techniques (e.g. analysis, ethnography, historical interpretation) 5 The ability to devise and sustain complex arguments 6 The ability to describe and comment critically upon a wide range of current research, or equivalent advanced scholarship 7 An appreciation of the uncertainty, ambiguity and limits of knowledge 8 The ability to manage learning, and to make critical and reflective use of scholarly reviews and primary/secondary sources No. Learning Outcomes Learning outcomes Bachelor s Non-Honour s degree Note: the Non-Honour s degree is awarded for achieving/passing at least 300 credits. Therefore, the learning outcomes will normally reflect 2 or 3 of outcomes 1-4 at FHEQ 6 (this table) and 1 or 2 of outcomes 1-4 at FHEQ 5 (Dip HE next table) 3 of 15

4 1 A detailed understanding of histories, styles and forms across a wide range of Western Classical (and some other) music repertoires 2 A detailed and critical understanding of music from a wide range of aesthetic, cultural and social perspectives 3 Advanced proficiency in one of the following: extended academic research, performance, composition or music technology 4 The ability to deploy accurately key methodological techniques (e.g. analysis, ethnography, historical interpretation) 5 The ability to devise and sustain complex arguments 6 The ability to describe and comment critically upon a wide range of current research, or equivalent advanced scholarship 7 An appreciation of the uncertainty, ambiguity and limits of knowledge 8 The ability to manage learning, and to make critical and reflective use of scholarly reviews and primary/secondary sources No. Learning Outcomes Learning outcomes Diploma in Higher Education award 1 A broad understanding of histories, styles and forms across a reasonable range of Western Classical (and some other) music repertoires 2 A broad and critical understanding of music from a reasonable range of aesthetic, cultural and social perspectives 3 Intermediate proficiency in at least one of the following: extended academic research, performance, composition or music technology 4 The ability to deploy, with a reasonable level of accuracy, key methodological techniques (e.g. analysis, ethnography, historical interpretation) 5 The ability to devise and sustain moderately complex arguments 6 The ability to describe and comment critically upon a good range of particular aspects of current research, or equivalent advanced scholarship 7 An appreciation of the uncertainty, ambiguity and limits of knowledge 8 The ability to manage learning, and to make reflective use of scholarly reviews and primary/secondary sources No. Learning Outcomes Learning outcomes Certificate in Higher Education award 1 A basic understanding of histories, styles and forms across a limited range of Western Classical (and some other) music repertoires 2 A basic understanding of music from a limited range of aesthetic, cultural and social perspectives 3 Basic proficiency in at least one of the following: performance, composition or music technology 4 The ability to deploy, with some level of accuracy, key methodological techniques (e.g. analysis, historical interpretation) 5 The ability to devise and sustain basic arguments 6 The ability to describe and comment generally upon a limited range of particular aspects of current research, or equivalent advanced scholarship 7 A basic appreciation of the uncertainty, ambiguity and limits of knowledge 8 The ability to manage learning, and to make rudimentary use of scholarly reviews and primary/secondary sources 4 of 15

5 27a. Mapping of learning outcomes: Learning outcome No. Module(s) in which this will be delivered Mode of assessing achievement of learning outcome PSRB/Subject benchmark statement (if applicable) Note: 1xx are FHEQ Level 4 (corresponding to the Cert Ed); 2xx are FHEQ Level 5 (corresponding to the Dip HE); 3xx are FHEQ Level 6 (corresponding to the BA Honours and Non-Honour s) 1 MUSI130, 23x, 33x, 160, 26x, 36x, 170, 27x, 37x Normally essay (plus exam in some modules) 18x, 28x, 38x 2 MUSI120, 22x, 32x, 160, 26x, 36x 3 MUSI200, , 202, , 206/7, 306/7 108/9, 208/9, 308/9 4 MUSI130, 23x, 33x, 160, 26x, 36x, 170, 27x, 37x 18x, 28x, 38x 29x, 39x 5 MUSI200, 300 MUSI120, 22x, 32x, 130, 23x, 33x, 160, 26x, 36x, 170, 27x, 37x Analytical exercises Essay Extended essay, dissertation Recital(s), practice diary Composition assignments, composition portfolio Technology assignments, technology portfolio Normally essay (plus exam in some modules) Analytical exercises Ethnographic project, psychology project Extended essay, dissertation Normally essay (plus exam in some modules) 29x, 39x Ethnographic project, psychology project 6 MUSI200, 300 Extended essay, dissertation 5 of 15

6 MUSI120, 22x, 32x, 130, 23x, 33x, 160, 26x, 36x, 170, 27x, 37x 29x, 39x 7 MUSI200, 300 MUSI120, 22x, 32x, 130, 23x, 33x, 160, 26x, 36x, 170, 27x, 37x Normally essay (plus exam in some modules) Ethnographic project, psychology project Extended essay, dissertation Normally essay (plus exam in some modules) 29x, 39x Ethnographic project, psychology project 8 All modules As above 28. Skills and Other Attributes No. Skills and attributes: 1 critical evaluation of information and sources 2 written and oral communication and presentation 3 creativity 4 practical skills and application 5 use of information technology 6 personal management (e.g. time management) 28a. Mapping of skills and other attributes: Skills and other attributes No. Module(s) in which this will be delivered and assessed 1 MUSI200, 300 MUSI120, 22x, 32x, 130, 23x, 33x, 160, 26x, 36x, 170, 27x, 37x Learning skills, research skills, employability skills Ability to absorb and evaluate information; ability to identify sources of information Mode of assessing achievement of the skill or other attribute Extended essay, dissertation Normally essay (plus exam in some modules) 29x, 39x 2 MUSI200, 300 MUSI120, 22x, 32x, 130, 23x, 33x, 160, 26x, 36x, 170, 27x, 37x Ability to summarise information and to present ideas and argument (in written or spoken form) Ethnographic project, psychology project Extended essay, dissertation Normally essay (plus exam in some modules) 6 of 15

7 29x, 39x Ethnographic project, psychology project 3 MUSI102, 202, 302,106, 206/7, 306/7, 108/9, 208/9, 3087/9 4 MUSI102, 202, 302 Ability to demonstrate original creativity (e.g. in the performance, composition, or production of music) Ability to perform music Recital(s), composition portfolio, technology portfolio Recital(s), practice diary MUSI106, 206/7, 306/7 Ability to compose and orchestrate music Composition assignments, composition portfolio MUSI108/9, 208/9, 3087/9 Ability to produce music via software and studio technology 5 All modules Ability to use standard IT packages (e.g. Word); ability to interrogate and use electronic information sources 6 All modules Ability to manage time and multiple tasks; ability to plan activities; ability to act independently Technology assignments, technology portfolio As above As above 29. Career opportunities: Teaching (primary, secondary, tertiary, private tuition) Postgraduate study Musical performance Musical composition Music technology (studio) Music industry Media and journalism Music and/or general arts management Part C: Entrance Requirements 30. Academic Requirements: - Normally 320 UCAS tariff points (e.g. ABB at A-Level or DDM at BTEC), including a B at A-Level Music (or equivalent e.g. ABRSM Grade VIII Practical 7 of 15

8 and Theory). - A-Level General Studies and AS-Levels not taken to A2 will be considered. - All other qualifications attracting a UCAS tariff will be considered. - The normal requirement for the International Baccalaureate is 33 points. - Practical musical qualifications will be considered (e.g. ABRSM Grade VII/VIII); the overall offer may be adjusted in light of such qualifications - Candidates from non-english speaking countries should normally be able to demonstrate an IELTS score of at least 6.5 (or equivalent qualification). 31. Work experience: Not required, but will be taken into account where relevant 32. Other requirements: Part D: Programme Structure 33. Programme Structure: The programme structure comprises a series of coherent and progressive strands. The overall structure is summarised in the table below, and the detailed structure (with specific module titles) in the three subsequent tables. Generic Strand Year 1 Year 2 Year 3 (Research) Researching Music Dissertation Practical Study Practical Study 1 Practical Study 2 Practical Study 3 Composition & Orchestration Comp/Orch 1 Comp/Orch 2a & 2b Comp/Orch 3a & 3b Music Tech Music Tech 1a & 1b Music Tech 2a & 2b Music Tech 3a & 3b Critical Studies Critical Studies 1 Critical Studies 2 Critical Studies 3 Topics in Classical Music Topics in Classical Music 1 Topics in Classical Music 2 Topics in Classical Music 3 Popular Music Studies Popular Music Studies 1 Popular Music Studies 2 Popular Music Studies 3 Music Industry Music as an Industry 1 Music as an Industry 2 Music as an Industry 3 8 of 15

9 Music and Society Music and Society 1 Music and Society 2 Music and Society 3 Music and AV Media Music and AV Media 1 Music and AV Media 2 Music and AV Media 3 Analysis Analysis 1 Analysis 2 Analysis 3 Methods Music Psychology Ethnography Year 1 all 15 credits Across Year MUSI102 - Classical Practical Study 1 Semester 1 Semester 2 MUSI120 Critical Studies 1: Music and Culture MUSI130 Topics in Classical Music 1 MUSI180 Analysis 1 MUSI109 Music Technology 1a MUSI181 Tonal Harmony MUSI170 Music and AV Media 1 MUSI108 Music Technology 1b MUSI106 Composition and Orchestration 1 MUSI160 Music and Society 1: Musics of the World MUSI140 Popular Music Studies 1 MUSI150 Music as an Industry 1 - in Yr1, students take 8 x 15-credit modules - students take 4 required modules (MUSI120, MUSI130, MUSI180, and MUSI181) and 4 optional modules - students may take no more than 1 of MUSI140 or MUSI150 Year 2 all 30 credits (or 2x15-credit co-requisites) Across Year MUSI200 Researching Music MUSI202 - Classical Practical Study 2 MUSI206/207 Composition and Orchestration 2a & 2b MUSI208/209 Music Technology 2a & 2b 9 of 15

10 Semester 1 Semester 2 MUSI222 Critical Studies 2: Critical Race Theory MUSI252 Music as an Industry 2: Working in Music Industry MUSI260 Music and Society 2: Music, Culture and Identity MUSI280 Analysis 2: Beethoven MUSI230 Topics in Classical Music 2: Post-Wagner MUSI242 Popular Music Studies 2: European Popular Song MUSI272 Music and AV Media 2: Music in Gaming MUSI299 Music Psychology - in Yr2, students take 4 x 30-credit modules [or equivalent (2x15-credit corequisite modules)] - students take 1 required module (MUSI230) and 3 optional modules - students may take no more than 1 of MUSI252 or MUSI242 - students take at least 1, and normally a maximum of 2, from MUSI200, MUSI202, MUSI206/207, and MUSI208/209 - while the generic strands, and the generic aims and outcomes associated with them, remain the same, the precise sub-topic taught within the strands represented by MUSI22x, MUSI23x, MUSI24x, MUSI25x, MUSI26x and MUSI27x will vary depending on staff availability and research expertise; the modules included in the table above are indicative (and represent the module offering for ) Year 3 all 30 credits Across Year MUSI300 Dissertation SOTA300 Work Experience Module* MUSI302 - Classical Practical Study 3 MUSI306/307 Composition and Orchestration 3a & 3b MUSI308/309 Music Technology 3a & 3b Semester 1 Semester 2 MUSI330 Topics in Classical Music 3: Opera and Politics MUSI342 Popular Music Studies 3: Promotion, Identity, and Creative Labour MUSI372 Music and AV Media 3: Contemporary Issues in AV Research MUSI322 Critical Studies 3: Sound Studies MUSI351 Music as an Industry 3: Music Policy MUSI 361 Music and Society 3: Music and the Politics of Place 10 of 15

11 MUSI390 - Ethnography MUSI380 Analysis 3 - in Yr3, students take 4 x 30-credit modules [or equivalent (2x15-credit corequisite modules)] - students take 1 required module (MUSI330) and 3 optional modules - students may take no more than 1 of MUSI342 or MUSI351 - students take at least 1, and normally a maximum of 2, from MUSI300, MUSI302, MUSI306/307, and MUSI308/309 - while the generic strands, and the generic aims and outcomes associated with them, remain the same, the precise sub-topic taught within the strands represented by MUSI32x, MUSI33x, MUSI34x, MUSI35x, MUSI36x and MUSI37x will vary depending on staff availability and research expertise; the modules included in the table above are indicative (and represent the module offering for ) * places on SOTA300 are limited, and dependent upon an independent selection process, including CRB checks; students may not take both MUSI300 and SOTA300 Balance between Semesters: - in line with University policy, students are normally expected to select their modules such that there is a difference of no more than 15 credits between the total taken in each semester - module selections that result in a difference of 30 credits between the total taken in each semester (i.e. 45/75 or 75/45) must be approved by the Programme Director and the student must confirm that they are aware of the imbalance and that such imbalance cannot be cited as grounds for mitigating circumstances Pre-requisites: The following strands include pre-requisite modules: - MUSI200 (Researching Music) >> MUSI300 (Dissertation) - MUSI102/4 (Practical Study 1) >> MUSI202/4 (Practical Study 2) >> MUSI302/4 (Practical Study 3) - MUSI106 (Comp/Orch 1) >> MUSI206/207 (Comp/Orch 2a&2b) >> MUSI306/307 (Comp/Orch 3a&3b) - MUSI109 (Music Tech 1) >> MUSI208/209 (Music Tech 2a&2b) >> MUSI308/309 (Music Tech 3a&3b) 11 of 15

12 34. Industrial placement/work placement/year abroad: 35. Liaison between the Level 2 Schools/Institutes involved: Part E: Learning, Teaching And Assessment Strategies 36. Learning, Teaching and Assessment Strategies: The programme conforms to the definition of the subject area and prescriptions of programme content for first degrees in Music published in the QAA Subject Benchmark Statement for Music (see Section 5) and to the definitions and prescriptions published in the QAA Framework for Higher Education Qualifications. The strategies are also formulated within the framework provided by relevant University provisions, including the Learning and Teaching Strategy, the Academic Strategy and the relevant Codes of Practice. There are a number of guiding principles: i.) that the strategy (or strategies) chosen for the teaching, learning and assessment of any module should be appropriate to the nature of that subject, effective in terms of learning outcomes, practical within the existing constraints, equitable between students and between subjects, capable of providing opportunities for formative assessment and feedback, and sensitive to the needs and aspirations of students from all backgrounds and levels of ability; ii.) that whatever options a student selects, the total learning experience should be diverse, encompassing larger-group learning (lectures), smallergroup learning (seminars) and one-to-one learning (tutorials, supervision, practical tuition); iii.) that teaching, learning and assessment strategies should ensure a progression, from Yr 1 to Yr 3 [FHEQ Level 4 to 6], towards more independent modes of learning. 12 of 15

13 36a. Learning, Teaching and Assessment methods: Teaching methods include: Lectures Discussion seminars Tutorials Group-work Workshops (practical exercises in analysis or composition) Screenings Instrumental and vocal lessons Ensemble workshops Concert attendance Peer-review (of performances or essay-drafts) Reading-group Online delivery (beyond baseline e.g. discussion boards) Research seminars and guest-speakers Accredited work-experience placements (SoTA300) Assessment methods include: Exams Essays Dissertations Ethnographic projects Music Analyses Compositions Technology Projects Performances Reflective practice diaries (performance) Concert critique Presentations Online tests Wiki projects 37. Assessment information for students: Code of Practice on Assessment The University has a Code of Practice on Assessment which brings together the main institutional policies and rules on assessment. The Code is an authoritative statement of the philosophy and principles underlying all assessment activities and of the University's expectations in relation to how academic subjects design, implement and review assessment strategies for all taught programmes of study. The Code of Practice includes a number of Appendices which provide more detail on the regulations and rules that govern assessment activity; these include: 13 of 15

14 The University marks scale, marking descriptors and qualification descriptors; The model for non-clinical first degree programmes; The system for classifying three-year, non-clinical, undergraduate degrees; The system for classifying four-year, non-clinical, undergraduate degrees that include a year in industry or a year abroad; Information about students progress, including guidance for students; The procedure for assessment appeals; Regulations for the conduct of exams; The University s policy on making adjustments to exam arrangements for disabled students. The code of practice relating to external examining (see also below) The Academic Integrity Policy, which covers matters such as plagiarism and collusion and includes guidance for students; The policy relating to mitigating circumstances which explains what you should do if you have mitigating circumstances that have affected assessment; and The policy on providing students with feedback on assessment. Please click here to access the Code of Practice on Assessment and its appendices; this link will also give you access to assessment information that is specific to your cohort: A summary of key assessment information is also available in the Your University handbook. Marking criteria: These derive from the generic University marks scale, marking descriptors, and qualification descriptors, but are specific to the type of assessment (e.g. essay, dissertation, performance, composition, technology project, analysis). Those more detailed criteria are provided in module details and via the rubric used in online marking via Turnitin/Grade-Centre. 38. Student representation and feedback: An SSLC is established in accordance with the University Code of Practice on Student Representation - a copy of the code can be accessed at: The SSLC will normally meet at least three times a year. The membership of the SSLC, its terms of reference, and the manner in which it conducts its business conform to the requirements of the Annex to the Code of Practice on Student Representation. Elections to the SSLC are carried out within the structure determined by the University Student Representation Steering Group, and Programme Representatives are encouraged to attend the training provided for them by the Guild of Students. 14 of 15

15 The student Chair of the SSLC is entitled to attend the unreserved agendas of the departmental Board of Studies; and the Student Experience Sub- Committee. SSLC issues are raised through standing items on both agendas. All students are invited to provide formal feedback on each of their modules by completing a Module Evaluation Questionnaire (MEQ). Part F: Status Of Professional, Statutory Or Regulatory Body Accreditation 39. Status of Professional, Statutory or Regulatory Body Accreditation: Part G: Diversity & Equality Of Opportunity And Widening Participation 40. Diversity & Equality of Opportunity and Widening Participation: The programme design, structure and content are consistent and compliant with the University s Diversity and Equality of Opportunity Policy Annex 1 Annex of Modifications Made to the Programme Please complete the table below to record modifications made to the programme. Description of modification (please include details of any student consultation undertaken or confirm that students consent was obtained where this was required) Minor or major modifications Date approved by FAQSC Date approved by AQSC (if applicable) Cohort affected 15 of 15