Programme Specification. BA (Hons) Music

Transcription

1 Programme Specification BA (Hons) 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) Music W300 Music May Educational aims of the programme The programmes aims are: a) further develop the learner s skills in and knowledge/understanding of, contemporary, popular and commercial music and its related artistic, cultural and professional context, through an integrated educational approach encompassing a balanced range of performance, creative, technical, analytical and professional/ vocational skills. b) prepare students for sustainable employment in a broad range of music careers. c) enhance lifelong learning skills and personal development. d) equip students with essential transferable sills. 10 Programme outcomes Consistent with the established quality benchmarks, the Music Programme provides students with opportunities to develop their artistic, creative and performance skills and further their personal, professional and career development. These programme outcomes are developed and achieved through the music curriculum and its attendant focus on students developing and acquiring a range of skills and other attributes related to their: A Knowledge and understanding of: 1 contemporary, popular and commercial music and its associated repertoire, its characteristics, musical, cultural and social context and related creative and performance processes. 2 the theoretical considerations underpinning the creation of music in balance with the skill, craft and musicianship required of its performance and presentation.. 3 aural, analytical, notational and verbal and musical communication capabilities which allow students to engage in effective self assessment and discourse at an artistic and professional level with other musicians, artists and listeners. 4 instrumental proficiency and techniques appropriate to the student s chosen speciality. 5 performance skills relevant to the range of current and future industrial and artistic contexts. 6 role of science and technology in contemporary, popular and commercial music including, IT and Internet based technologies.. 7 the professional and business context of music including areas such as: legal issues, intellectual property and copyright, self-management, publishing, career development, and presentation skills. 8 the historic, social and cultural context and its impact on the creation, evolution and development of contemporary, popular and commercial music. Teaching/learning methods and strategies. Acquisition of A as detailed below: A1. Lectures, workshops, seminars, practical/ rehearsal sessions, master-classes with visiting professionals, student led-practical projects, 3rd year Final Research Paper tutorials. A2. Lectures, workshops, seminars, practical/ rehearsal sessions, masterclasses, computer-based Sibellius tutorials. A3. Lectures, workshops, seminars, practical/ rehearsal sessions, master-classes & student ledpractical projects & computer based t utorials. A4-A Instrumental tuition, group instrumental tuition, ensembles, workshops, practical sessions, master-classes with visiting professionals. A6. Lectures, workshops, seminars, practical/studio sessions, student led-practical projects & computer based tutorials. A7. Lectures, workshops, seminars, practical/ rehearsal sessions, master-classes with visiting professionals, student led-practical projects. A8. Lectures, workshops, seminars, practical/ rehearsal sessions, master-classes with visiting professionals, student led-practical projects, 3rd year Final Research Paper tutorials. Throughout the learner is encouraged to undertake independent reading, research and private practice to both supplement and consolidate what is being taught/learnt and to broaden their individual knowledge and understanding of the subject. Assessment Practical Examination/Assessment (4,5,6,7) Assessed course work (1-13) Portfolio collation (2,3,6,7,8) Written reports/essays/research Paper (1,4,5,7,8)

3 Skills and other B Cognitive (thinking) skills-able to: 1 assimilate, analyse and categorise a diverse range of aural, musical, and text based information. 2 adopt intuitive and creative approaches to problem solving. 3 generate, develop, test and articulate musical ideas. 4 integrate creative and interpretative processes. 5 integrate technology and creative/artistic processes. 6 integrate theory and practice. 7 undertake effective self assessment. 8 evaluate, analyse and assess the work and ideas of others. 9 undertake a holistic integrated approach to music which balances artistic and professional/ commercial considerations. C Practical skills-able to: 1 achieve aural, analytical and notational competency and knowledge of contemporary and traditional musical literacy. 2 achieve instrumental competency to stipulated programme levels on the student s designated instrument. 3 demonstrate ensemble playing skills 4 demonstrate rhythmic skills. 5 demonstrate competency in performance in a variety of genres and performance contexts including solo and group performance. 6 develop an awareness of a range of creative skills as they apply to composition and songwriting in a contemporary artistic and commercial framework.. 7 develop the requisite grounding in theoretical areas of music including music theory, harmony, arranging, aural and analytical skills. 8 effectively use current music IT software for sequencing, recording, music production and publishing employing programmes such as: Cubase, Logic, ProTools and Sibelius. 9 effectively use current techniques and practices in Music Production. 10 use mainstream office IT skills in music and business communication. 11 gain solid grounding in Music Business and lifelong career skills. D Transferable skills 1 effective teamwork skills including: team building, leadership, sensitivity and openness to new ideas, tolerance, negotiation skills and conflict resolution. 2 project development, planning and management skills. 3 resource and time management skills. 4 numeracy skills. 5 IT skills. 6 initiative and enterprise skills. 7 the ability to undertake independent, self generated work.. 8 the capacity to undertake creative and innovative approaches to work and problem solving. 9 presentation skills. 10 interpersonal, verbal and written communication skills. 11 working effectively in a multidisciplinary environment. Teaching/learning methods and strategies B1-B9 Cognitive skills are developed through all modular work. Relevant teaching and learning strategies include discussion of key issues, practice in applying concepts through frequent task led assignments, oral and written presentations, analysis and interpretation of material, student led research and practical projects. Assessment Assessment methods employed place great emphasis on the learner s ability to demonstrate cognitive skills through the production of coherent written and oral responses either to problems or tasks set. All learners produce written papers throughout their studies together with a Final Research Paper which provides a vehicle for the demonstration of these skills. At levels 1-3 students are required to employ cognitive skills in applying theories to real-world situations through the project modules. Teaching/learning methods and strategies C1-5. Lectures, seminars, practical and workshop sessions supported by group and 1-1 instrumental tuition, masterclasses and listening sessions offering integrated and supporting development across the modules. Clear instrumental syllabuses detailing achievement levels required staged throughout the course. C6-10 Studio/computer based lectures/workshops with regular tasks set to consolidate learning. C10. Dedicated study skills support in Yr 1 with continuing requirements for all written work to be produced to a professional standard. C11 Lectures, seminars, practical and workshop sessions, project based assignments requiring professional standards to be applied in project planning, budgeting and collaboration. Assessment Regular tasks set throughout the course with opportunities for formative assessment & feedback, continuous assessment of coursework, Practical/ Performance examinations, portfolio submission, Practical projects. Teaching/learning methods and strategies D1, D10. Tutor & student led ensemble work and projects including giving and receiving direction, criticism and feedback. D2-8, D10. The project based nature of much of the work requires these skills, regular deadlines together with budgeted/booked access to studios and facilities require learners to adhere to professional practice. Weekly lectures, seminars, practical and workshop sessions, introduce learners to professional practice. D9. Regular performance/presentations of student work both in assessments and in workshops, rehearsals and seminars. D10. Seminar, workshops & ensemble groups, written assessments. D11. Project based work with practitioners from other disciplines. Assessment Regular tasks set through out the course with opportunities for formative assessment & feedback, continuous assessment of coursework, Practical/Performance examinations, portfolio submission, Practical projects.

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) Choose 2 Modules: The Performer or Ensemble Performer (48) Composer/Songwriter (48) or The Producer (48) Award Requirements: (see above) Outcomes developed/ assessed: Skills A1-8, B1-9, C1-11, D1-12 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) Advanced Music Creation (24) Professional Practice in the Music Business (24) Complementary Music and Performance Skills (12) Public Practical Project (12) Music Production 2 (24) Instrumental / Vocal Performance (12) Performance Skills (12) Music Creation (24) Complementary Music Skills (12) Personal and Professional Development (12) Contextual Studies 1(12) Practical Project (12) Music Production (24) Potential Award - Certificate in Higher Education (Cert HE) Progression Requirements: 240 credits Outcomes developed/ assessed: Skills A1-8, B1-9, C1-11, D1-12 Progression Requirements: 120 credits Outcomes developed/ assessed: Skills A1-8, B1-9, C1-11, D1-12

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 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. All learners have access to the central Learner Support Manager for educational and personal support.. 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: 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 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 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) 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 A1-8, B1-9, C1-11, D1-12.

8 Modules Programme Outcomes Level 1 Co de A1 A2 A3 A4 A5 A6 A7 A8 B1 B2 B3 B4 B5 B6 B7 B8 B9 C1 C2 C3 C4 C5 C6 C7 C8 C9 C 10 C 11 D1 D2 D3 D4 D5 D6 D7 D8 D9 D 10 D 11 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 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 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 X X X X X X X X X Music Production 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 X Personal and Professional Development X X X X X X X X X X X X 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 Complementary Music Skills 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 Level 1 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 X X X X X X X X X X X X Level 2 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 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 X X X X X X X X Music Production 2 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 X Public Performance 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 X X X X X X X Professional Practice in the Music Business 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 Instrumental 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 X X X Performance & product in Context 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 X X X Level 3 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 X X X X X X X Ensemble 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 X X X X X X X 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 X X X X X X The Producer 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 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 X X X LEVEL! LEVEL 2 LEVEL 3