Course Specification - Nexus BA(Hons) Popular Music and … · 2019-06-21 · • Guthrie Govan • Jason Rebello • Lianne Caroll • Marco Parissi • Mark Letierri • Remi Harris

FORM B

Form B – Course Specification Template – Dec 16 Page 1 of 35

Course Specification Please refer to the Guidance for the Completion of Course Approval Documentation and the QAA UK Quality Code for Higher Education Part A: Setting and Maintaining Academic Standards: Chapter A3 - Securing Academic Standards and an Outcomes-Based Approach to Academic Awards: http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code/quality-code-part-a

Name of the final enrollable award(s): (e.g. FdA / FdSc / BA (Hons) / BSc (Hons) / MSc)

Certificate of Higher Education BA (Hons)

Course title: e.g. (Digital Media Arts) Popular Music and Worship

Level: 4, 5 & 6 Credits: 360

Exit awards, level and credits: (where applicable)

Certificate of Higher Education: Level 4 - 120 credits Diploma of Higher Education: Level 5 – 240 credits Degree (without honours): Level 6 – 300 credits

School: London College of Music

Subject: Performance and Composition

Academic Partners: (where applicable) Note: Approval for an Academic Partner to deliver a Course requires an additional approval event.

Nexus Institute of Creative Arts

Document version: 1

Date document completed: 21/02/17

Document completed by: Course Leader (Nexus ICA)


1. Awarding body/Institution

University of West London 2. Teaching institution

Nexus Institute of Creative Arts (Coventry) 3. Admissions criteria

Academic

• 64 UCAS Tariff Points (160 UCAS points under the previous system) • GCSE English Grade 4 (Grade C under the previous system)

Musical

• Grade 6 or an appropriate level of musical competence demonstrated at audition (equivalent to grade 6 practical)

• Grade 5 theory or a minimum 40% pass in Nexus’ proprietary theory exam

Interview • At interview, the interviewer will be looking for a clear ability to learn, general aptitude for

music and a keen desire to progress, as key attributes.

IELTS Score for International Students (including the minimum score in all elements)

6.0

4. Codes

UCAS Code A W654 (CertHE)

UCAS Code B

JACS Code

Other 5. Professional, Statutory and Regulatory Body accreditation (if applicable) None

6. Career and progression opportunities and employability skills

The broad nature, holistic learning approach, as well as the dual discipline emphasis of the Popular Music and Worship course enables students to progress into a wide variety of career or further study pathways. Past progression routes include (but are not limited to):

• Professional musician


• Professional sound engineer / technician • Instrument technician • Music instrument rep • Artist and band management • Studio production / studio business • Creative industries business (graphic design, photography)

• Youth-work employment • Worship pastor • Ordained minister

• Postgraduate study (many opportunities exist for post-graduate study including the UWL

MA performance) • Further theological training, such as Bible seminary or theological college (such as

Moorlands Bible College, Regents Bible College, London School of Theology and the University of Nottingham).

7. Location of delivery

St Mary’s Road Brentford Reading

Partner ü

Include address of partner delivery site: 71 Albany Road, Earlsdon, Coventry,

CV5 6JR

8. Mode of delivery

(Copy and paste this symbol - ü into all the following that apply)

Full time ü Part time Part time intensive Work-based element of learning* ü

Distance Learning With Placement Year Other

If other, please specify:

*Work-based learning - if the course includes work-based learning elements, please specify below:

a. Is employment in a particular work role necessary to complete assessments? b. Are work placements an essential part of the course? (Examples of work experience and

employer engagement are requested in section 24) Work-based learning within local church communities: At Level 4 students are allocated to a local church as part of their professional development at Nexus ICA. It helps to contextualise learning and broadens their Christian experience. This forms a small part of the level 4 Applied Biblical Studies module assessment but is considered an important contribution to the student learning experience. At level 6, work-based learning opportunities exist within the Instrumental Teaching & Pedagogy and Live Event Management optional modules, offering an empirical grounding to the module


and contributing to professional development. Expectations of work-based learning at this level require students to apply learned skills, to engage with a professional-grade working ethos, and to critically reflect for the purposes of assessment. Furthermore, the level 6 Music Performance and Professional Practice core module requires students to organise an external music performance in a professional environment as part of the assessment. This provides opportunity for all students to engage in the attendant professional protocols and practices. In addition to the above, although not work-based learning per se, the course does feature a number of situated learning opportunities contextualised within real-life, practical and working scenarios. In particular, live performance modules at level 4 and 5 feature creative and practical tasks that seek to simulate and prepare students for situations they will likely come across within a professional musical career. Students have also been involved with Coventry faith-based radio station Radio +, leading radio show slots and contributing to programme material.

9. Planned course duration (number of years)

Full Time 3 years Full Time with Placement Year

Part Time Part Time with Placement Year

10. Sequencing within the academic calendar (Copy and paste this symbol - ü) September only start ü February only start September and February start

Other If other, please specify:

11. First date of delivery of the course (month and year) Proposed first delivery: September 2017

12. Language of study

English

13. Formalised Links with External Organisations/Industrial Partners

Nexus ICA relates to external entities through three types of relationship:

1. Strategic Partnerships

Nexus ICA has a strategic partnership with NoiseBoys Technologies Ltd of Lutterworth in Leicestershire. NoiseBoys are a Midlands based sound, lighting and AV hire, design, rental, sales


and installation company. This partnership was formed to allow Nexus ICA students access to a wider range of professional learning environments, as well as access to the technical equipment resources that NoiseBoys provide. NoiseBoys benefit from having access to the specialised training resources that Nexus ICA provides, with a common goal being to resource the UK church market with both training and equipment.

2. Commercial Partnerships

Suppliers

Nexus ICA resources its facilities with equipment through partnership with a range of reputable companies such as:

• Blackstar are a UK manufacturer of guitar and bass amplifiers. They provide Nexus ICA with loan equipment on an ongoing basis as well as for special events.

• DiGiCo are a UK manufacturer of high end digital audio mixing consoles. They have provided us with an ex-demo D1 console and stage rack on permanent loan, and offer technical support and repair free of charge.

• Focal are a French manufacturer of high end studio monitors and headphones. They provide Nexus ICA with a direct education discount, and provide equipment for events such as the Nexus Music Marathon 60-hour world record attempt.

• Focusrite are a UK manufacturer of high end studio interfaces, preamplifiers, and networked audio devices. They provide Nexus ICA with a direct education discount, and provide free technical equipment and support for events where more recording resource is required.

• Apple iPads are purchased from KRCS every year to equip the new intake of students. They provide technical support as well as software solutions for using iPads within an educational environment. KRCS have also featured Nexus ICA as a case study for using iPads within higher education.

• Sound Network are the UK distributor for DPA microphones and Sony Pro Audio, and provide Nexus ICA with training and special event support.

• Sound Technology are the UK distributors for Nord keyboards and the Harman brands including Soundcraft and AKG. Sound Technology provide Nexus ICA with equipment support, repair, and training.

• Other suppliers include; Shure, Audio Technica, Neumann, Martin Audio, Marshall, Line 6, Peavey, Ableton, DW, Mapex, Yamaha, Zildjian, TC. Electronic, Ashdown and more.

Collaborative Partners

Nexus ICA enjoys a working relationship with the following organisations: • Big Church Day Out

• Christian Resources Exhibition

• Christival

• Greenbelt

• Jesus Culture Leadership Conference

• New Wine

• Opwekking

• PRS

• Radio Plus

• Soul Survivor

• Spring Harvest


• The Musician’s Union

• UCB Leaders Conference

• A network of partner churches

Endorsements

Nexus ICA faculty enjoy endorsements from the following companies: • Ableton

• ACS

• Evans

• Gig Rig

• J Guitars

• JHS Pedals

• Lofelt

• MWFX

• Nord

• NRG Effects

• ProMark

• Roli

• Rotosound

• Teenage Engineering

• 64 Audio

3. Guest Artists, Musicians / Technicians & Lecturers

Nexus ICA has an increasing relationship with industry professionals, sharing their experience, performing and / or delivering lecturers. Connections include:

Artists

• Bill Laurance

• Bob Lanzetti

• Carl Verhayen

• Guthrie Govan

• Jason Rebello

• Lianne Caroll

• Marco Parissi

• Mark Letierri

• Remi Harris

• Snarky Puppy (Band)

Musicians / Technicians

• Brett Garsed

• Bruce Pont


• Dan Bowater

• Donovan Hepburn

• Gareth Davies

• Gregg Szabo

• Ian Palmer

• Jason 'JT' Thomas

• Jimmi Clark

• Julian Chambers

• Karl Brazil

• Mark Fletcher

• Mike League

• Robert 'Sput' Searight

• Sam Skirrow

• Steve Smith

• Thomas Lang

Visiting Speakers

• Andy Hunter

• Chris Waddell

• Dustin Smith

• Duncan Clark

• Ian Yates

• Matt Ling

• Mike Ashleby

• Noval Smith

• Rachel Gardner

• Tim Alford

14. Student support arrangements

Undergraduate courses Throughout their study, each student will have access to a variety of sources of support depending on individual circumstances and needs. Apart from the University-wide support framework, which encompasses the course leaders, the module leaders, the personal tutors, in-course learning skills development and Personal Development Planning (PDP), all students will have at their disposal a variety of different support systems which depend on the nature of the course. Student advice, help and support is further detailed in the Student Handbook with regard to University facilities, services and current policies: http://www.uwl.ac.uk/students/current-students/student-handbook . The following support services are available for students: Careers and Employment Services Student Advice


Disability and Mental Health Advice Information and Funding Team Accommodation Service Chaplaincy Counselling Students’ Union Mentoring The development of learning skills includes processes and activities such as critical appraisal, reflection, literature searching, information technology, peer review, group work, presentation, research, practice/professional skills, note-taking, writing skills, electronic information retrieval, communication skills and independent study at home. These skills will be an integral part of learning courses. Students are expected to participate in an induction. This will introduce them to the requirements of their course of study and will provide an opportunity to receive all the relevant course documentation, visit the Library and meet and discuss requirements and expectations of their planned learning experience with the course team. Further course specific information: Academic Partner provision The course at Nexus ICA commences with a dedicated student induction week. This introduces students to the requirements of their course of study, providing opportunity to receive all the relevant course documentation and an iPad device and be inducted into its use within the course. The iPad device will act as a key portal of communication to students: course-related materials will be pushed out to students’ devices via iTunes U as well as module-related push notifications and general course communications appearing automatically on the iPad screen. In this way, Nexus ICA ensures that each student is kept up to date with all relevant information and has the latest course materials easily to hand. Importantly, the induction week also facilitates students settling into the Nexus ICA environment, its values, ethos and unique culture.

• Academic Support o Students have clear information which is easily accessible via their iPads. A degree of academic

support is embedded within the modular curriculum. o Students benefit from regular academic writing workshops provided by a visiting, professional writer

and can access targeted tutorials for academic writing. o In addition, Module Leaders and key staff are available on a weekly basis for one-to-one tutorials

• Specialist Study Support

o Technical, musical and instrumental development is a key emphasis of the programme and will represent a key area of time investment by all students. The specialist tutor is an important point of regular contact in the students’ learning experience and are available for one-to-one tutorials on a weekly basis.

o In addition, major projects (LPW, Recital etc.) will be allocated a specific point of contact and support will be provided within dedicated timetabled slots.

• Pastoral Support

o Pastoral support is available on a one-to-one basis at any point within the working week. The primary point of contact will be the student’s personal tutor (Discovery Group Leader). A tutor may at certain times ask to meet with a student to discuss any issues relating to attendance or engagement with the course. The personal tutor is kept abreast of any issues arising and non-sensitive dialogue summarised in a centrally stored dialogue record.

15. Aims of the course Educational aims


The BA (Hons) Popular Music and Worship course aims to provide students with the knowledge and skills appropriate to a range of career outcomes in the creative arts and Christian ministries. The course interweaves biblical teaching and practical training skilfully so that all students progress in their musical capabilities, knowledge and understanding of the Bible as well as their spiritual development. Students are encouraged to develop their individual creative ability and support this with the development of a high level of technical skills and knowledge. The course aims to enable students to develop:

• A theoretically grounded and broad range of technical, musical and specialist skills • An ability to apply musical and technical knowledge within a context of artistic creativity • A firm grasp of the technical, technological and practical underpinnings of a specialist area

of instrument study • A comprehensive understanding of the different spheres of professional practice germane

to the course subject area • Skills of critical thinking and analysis within both popular music and contemporary church

contexts and a developed understanding of the juxtaposition and intersection of the two. • A relevant research and study skills-base within both academic and vocational sectors • An ability to write concisely, effectively and creatively to put forward a specific argument

and to reflect critically on the work of others • Skills of self-evaluation and self-reflection in order to be able to enjoy a continued learning

path beyond graduation. • A range of relevant transferrable skills such as: time management, team work, divergent

thinking, creative and effective use of IT, clear and confident communication. • A range of inter-personal qualities such as: care and respect for others, diligence, effective

stewardship, service, flexibility, self-confidence, self-assuredness. How the Popular Music and Worship course helps develop the following graduate attributes:

• A creative and enterprising professional o Creativity and professionalism are threads that run through the curriculum at all

levels of study. Students are encouraged to engage creatively with instrumental skills, music performance, group presentation approaches and other non-written forms of assessment (such as poster submissions and idiomatic artefacts). In addition to the course curriculum directly, the student learning experience provides opportunities to get involved creatively in the life of the school through concert/show productions, creative ‘think-tank’ style teams, as well as media and promotions.

• A reflective and critical individual o Assessment tools embedded within the course encourage a spirit of self-reflection

and critical self-analysis as well as an ability to consider the wider social and cultural contexts of the subject matter. This is encouraged early in the course at level 4 and finds its wider fulfilment at level 6 modular level in both core and most optional modules.

• A globally literate citizen o Contextualisation of the subject matter and the individual are reflected in the

approach to teaching and learning at all levels and most specifically at level 5 (with the introduction of the Contextual Studies module, and level 6 in a wide variety of the module options). In particular, level 6 modules such as Church Praxis and Church History encourage global awareness and sensitivity within students.

• Promotes sustainability o Nexus ICA has made significant efforts in its pursuit of a ‘paperless’ environment


largely through the adoption of a digital delivery system for curriculum using iPads as the main mechanism. We are also exploring the possibility of a digital exam system for written, theory and aural exams to further lower our reliance on printed materials.

16. Content of the course by level (UG)/stage (PG)

Level 4 The first year is split into four modular areas:

1) Instrument Pathway (2x 20 credits) 2) Biblical Study (2x 20 credits) 3) Worship Study (1x 20 credits) 4) Live Performance (20 credits)

Students will study 6x 20 credits modules as part of their first year of study. The first year is weighted toward an intensive, delivered programme of study which grounds students in the underpinning knowledge and skills. This helps bridges the gap between secondary and HE study and provides them with the academic, thinking, and musical and technical skills necessary from which to proceed to higher levels of study. Level 5 The second year is similar to the first but with the additional modular area of Contextual Studies (allowing students to exercise flexibility and choice in both topic and submission format). The second year is split into five modular areas:

1) Instrument Pathway (1x 20 credits) 2) Biblical Study (1x 20 credits) 3) Worship Study (1x 20 credits) 4) Live Performance (1x 40 credits) 5) Contextual Studies (1x 20 credits)

*All modules in the first and second year of study are mandatory. The second year builds on the previous year but focuses more on self managed project-based work and places emphasis on creative application of skills and critical evaluation of material. Students take more responsibility for managing their time and progression of learning and are expected to contribute to the learning processes, operating at a higher level within group work and beginning to develop skills of autonomous learning. Level 6 Students will study 3x core modules (20 credits each) and 3x optional modules (20 credits each). The third year of study carries forward the dual emphasis of music performance and worship practice as key areas of study.

• Core Modules o Professional Development and Career Planning (PDCP) o Music Performance and Professional Practice (MPPP) o Contemporary Worship Practice (CWP)

In addition, a suite of optional modules is available for students to choose from, which allows students to discover both new areas of interest, and areas of disciplinary intersection.

• Optional Modules


o Church Praxis (CP) o Church History (CH) o Instrumental Teaching & Pedagogy (IT&P) o Advanced Recital (AR) o Live Event Management (LEM) o Song Writing and Production (SW&P)

The third year of study is intended to prepare students for either professional work or post-graduate study and helps develop higher order skills of autonomous learning, creative application and personal expression. Students are expected to discover new areas of interest and focus on a more focussed pattern of study. 17. Summary of the Course for the HEAR transcript The BA(Hons) Popular Music and Worship degree course is designed specifically for creative artists, music practitioners, teachers, worship leaders and those running commercial or Christian music projects who want to gain a degree-level qualification while at the same time fulfilling their creative potential. The course encourages artists and technicians to develop realistic and attainable personal development goals using a deadline-driven project management approach, maintaining focus on the individual’s aspirations in addition to developing academic skills in research, analysis, problem-solving and critical reflection. 18. Module list and pre-requisites

If a module is new, please enter ‘New’ in the Code column, otherwise use existing module codes Module Title Code Level Credits Pre-requisites Core Optional

Foundational Instrument Study MU40309O

4 20 ü

Further Instrument Study MU40310O

4 20 Foundational Instrument Study

ü

Applied Biblical Studies: Foundations MU40308O 4 20 ü

Applied Biblical Studies: Developing Salvation History

MU40307O 4 20 Applied Biblical Studies: Foundations

ü

Live Performance Workshop MU40311O 4 20 ü

Pursuit of Worship 1 MU40312O 4 20 ü

Advanced Instrument Study MU50286O 5 20 ü

Applied Biblical Studies: Advancing New Testament Church

MU50287O 5 20 ü

Popular Music Performance MU50290O 5 40 ü

Pursuit of Worship 2 MU50289O 5 20 ü

Contextual Studies MU50288O 5 20 ü

Professional Development and Career Planning

MU60283O 6 20 ü

Music Performance and Professional Practice

MU60282O 6 20 ü

Contemporary Worship Practice MU60279O 6 20 ü

Church History MU60277O 6 20 ü

Church Praxis MU60278O 6 20 ü


Instrumental Teaching and Pedagogy MU60280O 6 20 ü

Advanced Recital MU60276O 6 20 ü

Live Event Management MU60281O 6 20 ü

Song Writing and Production MU60284O 6 20 ü

19. Course Structure diagram indicating the Module Delivery Plan (delete UG/PG as appropriate)

Undergraduate Semester 1 Semester 2 Semester

3 Level 3 n/a n/a n/a

Level 4 • Foundational Instrument Study (FnIS) • Applied Biblical Studies: Foundations

(ABS:F) • Pursuit of Worship 1 (POW1) • Live Performance Workshop (LPW)

• Further Instrument Study (FrIS) • Applied Biblical Studies:

Developing Salvation History (ABS:A)

• Live Performance Workshop (LPW)

n/a

Level 5 • Advanced Instrument Study (AIS) • Applied Biblical Studies: Advancing

New Testament Church (ABS:A) • Popular Music Performance (PMP)

• Advanced Instrument Study (AIS)

• Pursuit of Worship 2 (POW2) • Contextual Studies (CS) • Popular Music Performance

(PMP)

n/a

Level 6 • Professional Development and Career Planning (PD&CP)

• Music Performance & Professional Practice (MP&PP)

• Song Writing & Production (SW&P) • Church Praxis (CP) • Live Event Management (LEM) • Instrumental Teaching and Pedagogy

(IT&P)

• Professional Development and Career Planning (PD&CP)

• Song Writing & Production (SW&P)

• Church History (CH) • Advanced Recital (AR) • Contemporary Worship Practice

(CWP)

n/a

Academic Level

Modular Area Level 4 (CertHE) Level 5 (DipHE) Level 6 (BA Hons) Performance Live Performance

Workshop (C) Popular Music Performance (C)

Music Performance and Professional Practice (C)

Instrument • Foundational Instrument Study (C)

• Further Instrument Study (C)

Advanced Instrument Study (C)

Advanced Recital (O)

Worship Pursuit of Worship 1 (C) Pursuit of Worship 2 (C)

Con

text

ualis

ing

bibl

e, w

orsh

ip

and

mus

ic

Contemporary Worship Practice (C)

Biblical • Applied Biblical Studies: Foundations (C)

• Applied Biblical Studies: Developing Salvation History (C)

Applied Biblical Studies: Advancing New Testament Church (C)

Church History (O) Church Praxis (O)

Contextual Contextual Studies (C)


Employability Professional Development

and Career Planning (C) Instrumental Teaching & Pedagogy (O) Song Writing and Production (O) Live Event Management (O)

20. Course Learning Outcomes Level 4 Relevant modules

A – Knowledge and understanding

A1) Demonstrate knowledge of the underlying concepts and principles of musical theory and instrumental technique through application within different musical styles and contexts. A2) Identify and employ effective learning strategies, expressed through reflective written work. A3) Describe the nature of worship and identify principal themes and doctrines found in scripture.

FnIS, FrIS, LPW LPW POW1, ABS:F, ABS:D

B – Intellectual skills B1) Identify appropriate strategies and employ interpretive skills when responding to musical, technical and written stimuli. B2) Evidence an ability to think creatively within performance. B3) Interpret and discuss historical biblical texts and concepts of worship giving commentary as to their relevance in contemporary and personal contexts.

FnIS, FrIS LPW POW1, ABS:F, ABS:D

C – Subject practical skills C1) Demonstrate musical and/or technical competence within a performance scenario. C2) Demonstrate the ability to adapt to different musical styles and interpretative contexts. C3) Identify and define the key issues surrounding the personal and wider cultural contexts of worship and their biblical basis.

FnIS, FrIS, LPW LPW POW1, ABS:F, ABS:D

D – Key / Transferable skills D1) Apply discipline and self-management to learn new skills and engage in self-appraisal and professional development planning. D2) Demonstrate initiative and time-management skills to complete collaborative projects. D3) Confidently and clearly communicate ideas and concepts demonstrating effective use of ICT. D4) Apply skills in researching and studying the evidence base.

FnIS, FrIS LPW All modules ABS:F, ABS:D, POW1


Level 5 Relevant modules


A1) Apply a broad base of technical and musical concepts and demonstrate effective use within a variety of differing practical and/or creative contexts A2) Discuss the relationship between theory and practice within the field of popular music. A3) Discuss how the principal themes and doctrines found in scripture relate to the nature of worship. A4) Demonstrate discernment of the key issues of cultural and social contextualization within popular music and/or worship and the implications for differing people groups.

AIS, PMP AIS, PMP POW2, ABS:A CS

B – Intellectual skills B1) Employ independent thought, and interpretive and creative musical skills in individual or group work. B2) Analyse and appraise the biblical, historical and cultural evidence base and concepts of worship, describing the relevance to contemporary and personal contexts. B3) Demonstrate the ability to respond to and reflect the views of others within a collaborative group context.

AIS, PMP ABS:A, POW2, CS POW2

C – Subject practical skills C1) Apply technical and interpretive musical skills effectively within a variety of creative and/or professional performance contexts. C2) Analyse and debate key issues surrounding the personal and wider cultural contexts of music and/or worship and the implications for different people groups.

AIS, PMP POW2, ABS:A, CS

D – Key / Transferable skills D1) Compare and contrast a range of learning strategies, assessing their effectiveness within personal practice D2) Employ organisational skills and self-actualisation to bring complex collaborative projects to completion and meet deadlines. D3) Communicate ideas and concepts expressively and confidently making creative use of ICT and employing critical application of the evidence base.

AIS PMP, POW2 ABS:A, POW2, CS

Level 6 Relevant modules


A1) Draw upon a wide breadth of the common and more esoteric aspects of popular music in formulating practical and/or academic work. A2) Critically appraise the interplay between popular music and the Christian faith, evidenced creatively through practical and/or written work. A3) Critically evaluate the nature of praxis in musical, faith, and/or professional contexts; and, where appropriate, formulate a critique of historical

PDCP, MP&PP, AR, IT&P, SW&P CWP PDCP, CP, CH, LEM


and contemporary debates.

B – Intellectual skills B1) Critically engage with a range of scholarly and/or idiomatic sources relevant to the specific disciplinary context within written work B2) Critically engage with a range of musical, political, cultural, faith and sociological contexts, identifying common areas of intersection and contention B3) Construct appropriate research methodologies for practical and/or academic work, bringing them to bear on the production of either creative, performance, or written work.

MP&PP, CWP, CP, CH, IT&P, LEM CWP, CP, CH MP&PP, CP, CH, IT&P, SW&P

C – Subject practical skills C1) Evidence a broadening understanding of musical aesthetics and a high level of technical, musical, and/or original creative ability in the production of performance or recorded artefacts. C2) Function effectively in a group context and, where applicable, evidence a prominent leadership role in the management of a practical or performance project. C3) Drawing upon a variety of study approaches, reflect critically on the ways in which the Christian faith, and its attendant practices, have and continue to have influence within society at a national and/or global level.

MP&PP, CWP, AR, SW&P MP&PP, ARP, LEM CWP, CP, CH

D – Key / Transferable skills D1) Work independently to strict deadlines to produce work of a robust and high quality, evidencing strategic planning, decision making and/or negotiation skills. D2) Make effective use of ICT and, where appropriate, other technologies in the production of high quality, highly communicative and/or well researched work.

D3) Formulate creative, divergent thinking skills, and critical self-awareness within a strategy of continuing self-development and life-long learning.

PDCP, CWP, CP, CH, IT&P, AR, LEM, SW&P All modules PDCP, IT&P, AR, LEM, SW&P

The following tables display the modular areas of study and the associated programme learning outcomes relevant to each area. Level 4 A1 A2 A3 B1 B2 B3 C1 C2 C3 D1 D2 D3 D4 Foundational and Further Instrument Study

ü ü ü ü ü ü

Live Performance Workshop

ü ü ü ü ü ü ü

Pursuit of Worship 1

ü ü ü ü ü

Applied Biblical Studies (Fn & Dv)

ü ü ü ü ü


Level 5 A1 A2 A3 A4 B1 B2 B3 C1 C2 D1 D2 D3 Advanced Instrument Study

ü ü ü ü ü

Popular Music Performance

ü ü ü ü ü

Pursuit of Worship 2

ü ü ü ü ü ü

Applied Biblical Studies (Adv)

ü ü ü ü

Contextual Studies

ü ü ü ü

Level 6

A1 A2 A3 B1 B2 B3 C1 C2 C3 D1 D2 D3

Professional Development and Career Planning

ü ü ü ü ü

Music Performance and Professional Practice ü ü ü ü ü ü

Contemporary Worship Practice


Church Praxis


Church History


Instrumental Teaching and Pedagogy

ü ü ü ü ü ü

Advanced Recital

ü ü ü ü ü ü

Live Event Management

ü ü ü ü ü ü

Song Writing and Production

ü ü ü ü ü ü

21. Course Level Skills Development Overview The dual subject emphasis that the BA (Hons) Popular Music and Worship course takes reflects the growth of the creative arts sector within the Christian field. However, many students will work professionally outside of this field and the course recognises the importance placed upon individuals who are skilled and professionally equipped as well as exhibiting high levels of inter-personal skill, team work dynamic, diligence and personal integrity. Such skills increasingly have a high value placed upon them within a wide range of professional sectors and are the product of a higher education experience that delivers beyond just a familiarity with subject knowledge. On completion of the course, students will be:

• Competent and creative individuals within their specialist area • Creative practitioners in the global arena of popular music • Able to work collaboratively within various group settings • Grounded in the core foundations of Christian teaching and how this relates to the arena

of contemporary Christian worship


• Able to use IT effectively to enhance communication of ideas and concepts • Competent communicators in written, spoken or musical scenarios • Able to reflect upon and understand the learning processes involved in acquiring and

developing new skills • Able to manage their time appropriately to meet deadlines

As an outcome of the above, and in line with UWL graduate attributes, students will demonstrate that they are:

• Creative and expressive individuals • Reflective individuals • Aware of cultural and global issues

Progressive development Level 4: On completion of level 4, students will have a secure grounding in core and further instrument techniques relevant to the performance of popular music as well as empirical experience of applying and embedding these skills in the context of ensemble performance and creative work. Students will also have gained a foundational understanding of the subject of worship, its biblical basis and an overview of scripture and its context within the Christian faith. Modules at level 4 provide the key underpinnings from which further study at level 5 can proceed. Level 5: Work at level 5 takes a more project focus and emphasis on creative application alongside continuing skills development is foregrounded. Students continue with advanced instrument skills and apply these in an ensemble context that encourages a deeper creative engagement within a group-work setting. This points students towards an increasingly professional-grade performance which finds fulfilment at level 6 core and optional modules. The study of of bible and worship modules continues at level 5, building on those at level 4, and places an increased emphasis on critical engagement. The Contextual Studies module brings a targeted focus on drawing together the dual strands of the course title, allowing students to contextualise the areas of popular music, popular culture, faith, worship, and contemporary church within a unifying piece of creative work. Level 6: Students at this level are expected to have developed a clear sense of vocational and/or career trajectory and be able to choose modules appropriate to that. It is expected that students will make a global and contextual emphasis within work at level 6 and be able to see connections between the different strands represented in the modular areas of study. Students will be able to to devise and self-manage projects, as well as academic and creative work. Musically, students will be able to plan their own continuing musical and artistic development, function within a professional capacity in live performance and, where optional modules choices facilitate, quickly develop and assimilate new skills areas in complementary or related arenas (such as song writing and production). Students will have a broader understanding of the subject of worship and biblical studies and be able to apply knowledge and understanding within a diversity of contexts relating to an emphasis of their own choosing. The quality and extent of work expected at this level is of a professional level of rigour and attention to detail. Creative application remains a core thread that runs throughout each and every level 6 module.

22. Teaching and Learning Approaches

The course makes use of a wide variety of teaching and learning strategies that reflect the complex nature of the course title, the vocational emphasis of the course, and the pragmatic philosophy that underpins it.


Level 4: The focus is on equipping students in a grounding of the core knowledge and techniques germane to the dual disciplinary nature of the course. However, delivery is not restricted to that of a didactic or purely transmissive methodology. An emphasis is placed upon group discussion, student feedback, and creative application and contextualization of knowledge which places the student at the centre of the learning experience. Teaching in most instances is in small group contexts and never more than 40 in a lecture delivery format. Assessment at this level focusses on knowledge with the only instance of an exam format (for applied biblical studies and instrument study) being at this level. Assessment within instrument study modules at level 4 concentrates on a competency based skills assessment. Essay work focusses on evidencing an understanding of the knowledge base and application of analytical skills. Group presentation and ensemble performance work acts as an effective assessment of team and group working skills – teaching each student the importance of carrying an equal load. Level 5: Teaching, learning and assessment at level 5 is similar to that of level 4 in type and format but the expectations of students shift. However, there are no examination based assessments at this level as the focus shifts away from evidencing of knowledge and understanding through to more creative application and skills of critical thinking. Students are expected to engage with issues of contextualization and application of understanding within a specific field of study. Small group teaching, small format lectures and group work and discussion continue to play a key role in the learning approach. Assessment utilizes practical competency skills assessments but now with a stronger focus on creative application and situated learning. Group presentation and ensemble work remains a feature but with a higher expectation on creative engagement and divergent thinking (for example within consideration of alternative presentation delivery models and stage craft and musical arrangement). Level 6: Students at level 6 are expected to exhibit a decisive approach to the selection of optional modules that reflect a vocational or career related trajectory. The focus at this level will be on the ability to convey a global, contextual critique within academic skillsets and creative, professional –grade work within the arena of music performance. Opportunities to broaden and develop new skillsets are introduced at level 6 and whilst all will have some connection with those of levels 4 and 5, the emphasis will be on a quick assimilation of new skills in the production of high quality, creative work. There are some new assessment strategies employed at this level: blog submissions allow students to engage personally within the field bringing rigorous critical reflection within a more informal, ‘real-world’ written scenario; academic poster submission; portfolio submissions; literature review; song-writing & production artefacts; and extended written essay work. The focus in all these is either helping students prepare for future employability or further academic study (such as a Masters in theological study).


23. Teaching and Learning Tools The course draws upon a wide variety of teaching and learning tools and all work undertaken at each level has an element of pragmatism: the focus being on developing useful skills for a vocational pursuit in the field of popular music and/or worship.

• Small group teaching forms the mainstay of teaching delivery and frequent discussion groups, seminars and workshops allow students to practically apply their learning in a more situated way. Opportunities for feedback, group discussion and presentation allow students to develop their personal confidence and communication skills.

• Regular ensemble based performance assessment and group presentation work helps students develop in the areas of team work, negotiation and inter-personal skills.

• Workshops facilitate a more informal teaching delivery and allow students to ask questions, see practical demonstrations and get alongside staff in the outworking and practice of certain skills (such as live performance and ensemble skills).

• Placements, work-based learning and situated learning tasks help students apply, test, refine, and develop new skills in a ‘working’ or real-world environment whether that be a local church, public performance arena, or an in-house practical assessment scenario.

• The holistic learning approach and culture of a learning community encourage a strong connection from students to the institution its course and the staff delivering it. Extra-curricular activities (from shows through to whole-school fundraising events) bring a unifying culture which supports a strong commitment to the institution and the course.

• Regular opportunities to engage in critical, personal reflection allow students to relate previous knowledge and experience to future learning and development and help encourage a personal ownership of their own learning experience and future development.

• Employment of regular visiting lecturers and master classes help students learn the approach taken by those working professionally – learning by example (in either a popular music or more ministry related setting).

The above approaches all contribute to an environment of active learning which encourage students into practices of deep learning as they become practically involved in their learning process in ways in which allow them to express themselves creatively in all aspects of their work.

24. Technology Enhanced Learning (TEL) iPad programme We believe that technology can be harnessed and used to aid the learning process. We have taken advantage of recent developments within the field of tablet computing and we now provide every Nexus ICA student with an Apple iPad. These devices are deeply integrated into the delivery and assessment mechanisms of the school. The primary reason is to give students a device that allows for a wide variety of learning styles and preferences. The portability, media capabilities and touch-screen interface make for a unique and enabling learning resource that allows each student to customise their learning process as well as allowing them to express their own unique creativity. The iPads can also be adapted to aid students with certain learning difficulties (for example the ability to apply a colour filter to the display to aid students who struggle with a typical black print on white background display). All course materials are delivered through iTunes U – a learning environment built specifically for iPads. Through Turnitin integration, students are able to submit and receive marked assignments directly on their iPads. Almost all aspects of course delivery and assessment can be completed using the iPad as a primary device. Much of our teaching material is now within digital book format and this material is supplemented with a variety of mixed-media learning


materials (video, audio, GarageBand loops etc). The iPads contribute to learning in the following ways:

• Singular point of reference for accessing all course documents • Aid to learning for visual learners and ability to adapt display for specific learning needs • Ability to access online portals within teaching sessions (such as research tasks in-

session) • Audio and visual aid to learning (use of garage-band and graphic note taking apps etc) • Supports a messaging system for direct teacher – student contact • Using device for audio and visual capture during teaching sessions • Can access presentations ahead of sessions to follow locally on device • Ability to review materials and other media after the session has ended

Student-led use Many of the more significant developments have been student-led. With the wealth of apps available for the iPad, we find that student resourcefulness and curiosity results in unique solutions to learning which are then shared around the student body. For example, many note-taking apps allow for embedding audio, video and photos within notes alongside text. With the iPads having in-built cameras and microphones, it is now the norm for our students to create multi-media notes from lectures; combining their written thoughts, the audio of the teaching session as well as photos and/or videos of any key visual information. Furthermore, we find that many students who are at the extreme end of the visual-learner spectrum, often use styli and drawing apps to draw a visual response to some of our teaching. How iPads support learning across levels 4-6 With all our learning materials in digital book, PDF or other digital formats, delivery of teaching material is straightforward across all teaching levels. iTunes U allows us to upload the relevant materials into a module-specific repository which students can access if they are currently studying that module. Teaching materials can then be kept on the device for as long as the student wishes. When considering the different assessment methods we employ across all three years, almost all are suitable for completion on an iPad. In regards to other assessment methods, the development of a feature-rich version of the Microsoft Office suite for the iPad has meant that assessments that previously required desktop-class software (PowerPoint for the academic poster submission, for example) are now possible on a mobile device. We are looking at solutions for running digital exams for the 2017/18 academic year. This should streamline the marking process, as well as help those students who have learning difficulties that mean hand-writing exams is a challenge. There are some instances where a more powerful, desktop-class computer is required to interact with some of our teaching (such as on the level 6 Song Writing and Production module). In these instances, students will have access to an iMac suite, with each device equipped with the necessary hardware and software to allow students to fully engage with the course materials.

25. Assessment Approaches

Assessments at level 4: Assessment at this level focusses on knowledge with the only instance of an exam format (for applied biblical studies and instrument study) being at this level. Assessment within instrument study modules at level 4 concentrates on a competency based skills assessment. Essay work focusses on evidencing an understanding of the knowledge base and application of analytical skills. Group presentation and ensemble performance work acts as an effective assessment of team and group working skills – teaching each student the importance of carrying an equal load. The following assessment approaches are used at level 4:


• Examination • Competency-based practical assessment • Academic essay • Reflective writing • Ensemble music performance • Group presentation

Assessments at level 5: Assessment utilizes practical competency skills assessments but now with a stronger focus on creative application and situated learning. Group presentation and ensemble work remains a feature but with a higher expectation on creative engagement and divergent thinking (for example within consideration of alternative presentation delivery models and stage craft and musical arrangement). Students are expected to show progression in their capacity for reflective writing, identifying learning strategies and approaches based on an assessment of their own progress in a module. The following assessment approaches are used at level 5:

• Competency-based practical assessment • Academic essay • Reflective writing • Research project • Ensemble music performance • Group presentation • Extended coursework submission (including methodology submission)

Assessments at level 6: There are some new assessment strategies employed at this level: blog submissions allow students to engage personally within the field bringing rigorous critical reflection within a more informal, ‘real-world’ written scenario; academic poster submission; portfolio submissions; literature review; song-writing & production artefacts; and extended written essay work. The focus in all these is either helping students prepare for future employability or further academic study (such as a Masters in theological study). The following assessment approaches are used at level 6:

• Academic extended essay • Academic poster • Research project • Portfolio (including skills log-book) • Literature review/book review • Blog posts • Song/production artefact • Ensemble music performance • Solo music performance • Group presentation

Closing the feedback loop Nexus ICA works within the aim to have work submitted by students marked and returned to them within 3-weeks. This allows them the opportunity to receive marks and feedback in sufficient time to reflect, adapt, and change approaches for subsequent submissions.

26. Assessment Matrix Module Title Level Credit Assessment Type

(see definitions Weighting (%)

Overall pass

Threshold (%)

Submission: Week Number


below) mark Level 4: Foundational Instrument Study

4 20 Practical Examination Coursework (Reflective report)

60% 20% 20%

40% n/a S1 12 S1 12 S1 6

Further Instrument Study

4 20 Practical Examination Coursework (reflective report)

60% 20% 20%

S2 12 S2 12 S2 9

Applied Biblical Studies: Foundations

4 20 Examination Coursework (Essay)

40%

60%

S1 12

S1 7

Applied Biblical Studies: Developing Salvation History

4 20 Coursework (Essay) Practical (Presentation)

60%

40%

S2 8

S2 12

Pursuit of Worship 1 4 20 Coursework (Essay) Practical (Presentation)

50%

50%

S1 9

S1 12

Live Performance Workshop

4 20 Practical (Performances) Coursework (Essay)

75%

25%

Across semester

S2 7

Level 5: Advanced Instrument Study

5 20 Practical 1 Practical 2 Coursework (Reflective report)

40% 40% 20%

40% n/a S1 12 S2 12 S2 5

Contextual Studies 5 20 Coursework

(Methodology) Coursework (Artefact)

25%

75%

S2 11

S2 11

Applied biblical studies: Advancing New Testament Church

5 20 Coursework (Essay) Practical (Presentation)

60%

40%

S1 9

S1 12

Popular Music Performance

5 40 Practical (Performances) Coursework (Research project)

80%

20%

Across semester

S2 9

Pursuit of Worship 2 5 20 Coursework (Essay) Practical (Presentation)

50%

50%

S2 8

S2 12

Level 6: Professional Development and Career Planning (Core)

6 20 Coursework (Portfolio) Coursework (Log book)

80%

20%

40% n/a S2 11

S2 11

Music Performance and Professional Practice (Core)

6 20 Practical (Performance) Coursework (Research Project)

75%

25%

S2 4

S1 11

Contemporary Worship Practice (Core)

6 20 Coursework (Literature review) Practical (Song submission)

25%

75%

S2 6

S2 10

Church History (Option)

6 20 Coursework (extended essay)

100%

S2 11

smarjac

Highlight


Church Praxis (Option) 6 20 Coursework (Poster) Coursework (Blog posts)

50%

50%

S1 10

S1 11

Song Writing and Production (Option)

6 20 (Portfolio) Song & production artefacts (80% weighting) Written rationale (20% weighting)

100%

S1 8

S2 8

Live Event Management (Option)

6 20 Coursework (Portfolio)

100% S2 10

Advanced Recital (Option)

6 20 Practical (Performance and programme notes)

100%

S2 12

Instrumental Teaching and Pedagogy (Option)

6 20 Coursework (Portfolio) Coursework (Research project)

75%

25%

S1 12

S2 1

Assessment type KIS category Written exam Exam Written assignment, including essay Coursework Report Coursework Dissertation Coursework Portfolio Coursework Project output (other than dissertation) Coursework Oral assessment and presentation Practical Practical skills assessment (including OSCE) Practical Set Exercise Varies (see below*) *Examples might include data interpretation, data analysis exercises and problem-based or problem-solving exercises. The categorisation of set exercises will depend on the nature of the exercise being set. Typically, set exercises will not be conducted under exam conditions and will therefore normally be coursework. Where the set exercise is performed under exam conditions and does not involve the use of practical skills it should be treated as a written exam. Otherwise it should be a practical exam. 27. Opportunities for work experience and employer engagement Church-based work experience At Level 4 students are allocated to a local church as part of their professional development at Nexus ICA. It helps to contextualise their learning and broadens their Christian experience. The church-based work experience is reflected upon within a written essay in the Semester 2 Applied Biblical Studies module. Opportunities at level 6 Within core modules

• Students have opportunity to engage in extra-curricular activity throughout their study and can incorporate these opportunities into their ‘skills log-book’ submission as part of the Professional Development and Career Planning module.

• The Music Performance and Professional Practice core module requires students to


engage with external gig venues in the arrangement of an external performance. • In Contemporary Worship Practice, students write musical material for a faith or worship

context that can act as a part of their portfolio and be submitted for consideration in worship aggregate song books or recordings.

Within optional modules

• The Instrumental Teaching and Pedagogy module involves students practically applying themselves in a teaching context. This can be within the institution but many students teach professionally (in their 3rd year) already and can use this as part of the module.

• The Song Writing and Production module requires students to produce a both song and production artefacts and such as act as a contribution to a show reel or professional portfolio.

• The Live Event Management module requires students to engage in a professional capacity within the organisation of a live event – this can be within an in-house event or external.

Industry visits As part of the student learning experience course tutors will often arrange for industry visits and seminars. Industry field trips include:

• Marshall factory visit • Sound Technology (music distribution company dealing with Nord, Soundcraft, JBL) • D&B Audiotechnik (Bespoke training day in electroacoustics, loudspeaker design, line array theory

and application, and industry networking) • ROLI factory visit (maker of pioneering ‘Seaboard’ keyboard interface) • Focal audio speaker demonstration (Giraffe Audio / SCV distribution • DPA product demonstration (from Sound Network UK)

Master classes Nexus ICA frequently makes use of professional master classes from industry contacts that students can attend. These are not assessed and attendance is not compulsory but nonetheless they form a part of the overall student learning experience. Previous visits have included:

• Snarky Puppy • Bill Lawrence • Marco Perisi • Thomas Lang • Carl Palmer • Brett Garsed • Carl Verheyen • Julian Chambers • Guthrie Govan • Remi Harris • Jimmy Clarke

Student external engagement In addition, Coventry is host to a wide variety of community events and initiatives and the expectation is that students will become involved and engage with many of these during their time studying with Nexus ICA. The nature and type of such events will vary from year to year, and whilst participation in external events does not form a part of any formally assessed work, Nexus ICA considers such activity to be a significant and valuable part of the wider learning process. Examples include:

• Coventry Motofest • Godiva festival • Radio+


28. Personal Development Planning (PDP) The ethos of holistic learning that underpins all activities within Nexus ICA supports students in developing an ability to self-reflect, manage their learning and situate all aspects of their growth within a strong culture of authenticity, accountability and personal development. Students are encouraged within written work to make meaningful connections with themselves and the wider community context within which they reside. This includes both the more formal essay type as well as any reflective writing. Much of the work students do requires them to develop strong leadership and group/team work skills, as these are highly valued skills within virtually any professional context. Students will also have developed creative skill-sets and media IT skills through the embedding of technology within the course. The pragmatic, application focus within all years of study seek to embed principles of professional development planning throughout. At level 6, the introduction of the Professional Development and Career Planning module as a core area of study ensures all students benefit from this opportunity. This module seeks to equip students with the relevant professional skills and awareness commensurate with the dual disciplinary emphasis of the course. 29. QAA Subject Benchmarks / Foundation Degree Benchmarks The relevant benchmarks for this course can be downloaded from: http://www.qaa.ac.uk/AssuringStandardsAndQuality/subject-guidance/Pages/Subject-benchmark-statements.aspx Indicate how the constituent modules map against the subject benchmarks. This can be in table form and using the module titles. QAA – Selected subject benchmark statements for music *Note: Not all benchmark statements have been used QAA Honours degree: Threshold level

Typical level:

Alignment with Nexus ICA

Programme learning outcomes

Knowledge and understanding

Evidenced in modules:

Evidenced in programme LOs:

Demonstrate a broad-based body of knowledge in one or more of the sub-disciplines of music, including a detailed grasp of appropriate repertoires, texts and technologies, and familiarity with relevant concepts and issues.

In addition, show knowledge of less familiar areas of the discipline(s) and the ability to refer to, evaluate, apply or challenge relevant scholarly literature and current research.

• All Instrument

study modules • LPW & PMP • POW1 & 2 • CS • MP&PP • CWP • IT&P • AR • SW&P • LEM

Level 4: A1, A2 Level 5: A1, A2, A4 Level 6: A1, A2, B1

Demonstrate the ability to analyse, manipulate, interrogate or create musical materials (texts, artefacts, technologies and phenomena) and to present results or findings in a coherent

In addition, show a deeper level of understanding of the processes involved in these procedures, and to show critical awareness of areas of uncertaintyor contention.

• All Instrument

study modules • LPW & PMP • CS • MP&PP • CWP

Level 4: B1, B2, B3 Level 5: B1, B2


and communicable form.

• SW&P

Level 6: A2, A3 B2, B3

Show an understanding of the relationship between theory and practice in music, and be able to use relevant techniques and methods to explain and demonstrate that interrelationship.

In addition, show a more detailed level of knowledge and understanding of theoretical constructs in music, and how these relate to its creation, performance or transmission.

• All Instrument

study modules • LPW & PMP • MP&PP • CWP • IT&P • AR • SW&P

Level 4: A1, A2 C1 B1 Level 5: A1, A2 C1 B1 Level 6: A1, A3 B1, B3

Demonstrate a broad contextual knowledge relevant to the sub-discipline(s) studied, including the relationship to wider historical, philosophical, cultural and social practices, issues and phenomena as appropriate.

In addition, demonstrate critical engagement with such practices, issues and phenomena and the ability to reflect on and evaluate historic or current debates on these in the relevant areas.

• CWP • MP&PP • IT&P

Level 6: A2, A3 B1, B3

Practical skills and musicianship



Demonstrate a measure of personal expression, imagination and creativity in practical music-making (whether this takes the form of performing, composing, arranging or improvising), and the ability to communicate through music employing appropriate technical and interpretative means.

Demonstrate an individual musical personality or 'voice', through advanced technical skills, deeper levels of interpretative insight, a broader range of personal expression, and originality in creative work.

• All Instrument

study modules • LPW & PMP • MP&PP • CWP • AR • SW&P

Level 4: B1 C2 Level 5: B1 C1 Level 6: A1 C1 D1, D3

Demonstrate the ability to recognise and identify by ear essential components of a musical language, such as intervals, rhythms, modes, metres and sonorities (timbre, texture, instrumentation, etc.) and to notate them where appropriate.

Demonstrate this ability at a more advanced level.

• All Instrument

study modules • LPW & PMP • MP&PP • SW&P

Level 4: A1 B1 D3 Level 5: A1 B1 D3 Level 6: A1 C1

Demonstrate the ability to memorise musical materials and to read and/or reconstruct the sound of music that has been written down or encoded in some form.

Demonstrate these skills to a higher degree.

• All Instrument

study modules • LPW & PMP • MP&PP • AR • SW&P

Level 4: A1, A2 B1 C1 Level 5: A1, A2 B1


C1 Level 6: C1

Demonstrate the particular musical skills of ensemble performance, including improvisation and co-creation.

Demonstrate these skills to a more advanced level - such as, where appropriate, taking a prominent or leadership role in such activity.

• All Instrument

study modules • LPW & PMP • MP&PP • AR

Level 4: A2 B1, B2 C1, C2 D2 Level 5: A2 B1 C1 D2 Level 6: A1 C1, C2

Generic and graduate skills



Demonstrate the ability to gather and assimilate information and to synthesise and organise relevant outputs.

Demonstrate this ability to a higher level, including a broad knowledge of sources of information and their uses, and advanced skills in organising, interpreting and synthesising information.

• MP&PP • IT&P

Level 6: B1, B2, B3

Demonstrate competence in the practices, processes, techniques and methodologies required in the study of the relevant sub-discipline(s), and the ability to recognise and apply generic skills learnt through such study to other areas, or to other disciplines.

Demonstrate more developed ways of applying such generic skills, including the ability to select appropriately, generalise, model and improvise.

• CWP • IT&P • SW&P

Level 6: B2, B3

Demonstrate the ability to work independently, and to show self-motivation and critical self-awareness.

Demonstrate the ability to produce independent work of high quality (rigorous, defensible, robust, imaginative etc), to show greater evidence of self-motivation, and to demonstrate greater rigour in critical self-awareness.

• All Instrument

study modules • LPW & PMP • CS • PDCP • MP&PP • CWP • IT&P • AR • LEM • SW&P

Level 4: B1 D1, D2 Level 5: B1 D1, D2 Level 6: B2, B3 D1

Demonstrate the ability to work in combination with others on joint projects or activities, and to show skills in teamwork, negotiation, organisation and decision-making.

Demonstrate these abilities to a more developed degree.

• LPW & PMP • MP&PP • LEM

Level 4: B1 D2 Level 5: B1 D2 Level 6: C2


D1

Demonstrate appropriate ICT skills and knowledge of their application as relevant to the sub-discipline(s) studied.

Demonstrate these skills to a more advanced level.

• All modules

Level 4: D3 Level 5: D3 Level 6: D2

Demonstrate intellectual curiosity and the potential to continue artistic and creative development.

Demonstrate these attributes to a higher level, including the potential for innovative work.

• All modules at

level 4 & 5 • MP&PP • CWP • SW&P

Level 4: B1, B2, B3 C1, C2, C3 D1 Level 5: B1, B2 C1, C2 D1 Level 6: A2 B3 D3

QAA –Selected subject benchmark statements for theology and religious studies *Note: Not all benchmark statements have been used

QAA Honours degree: Threshold level

Alignment with Nexus ICA

Programme learning outcomes

Knowledge and understanding

Evidenced in modules: Evidenced in

programme LOs: Demonstrate comprehension of and intelligent engagement with the richness of at least one religious tradition in its varied and central forms

• All ABS modules • POW1 & 2 • CS • CH • CP

Level 4: A3 Level 5: A3, A4 Level 6: A2, A3

Describe, discuss and demonstrate critical comprehension of some of the following: the political, social, textual, philosophical, historical, theological, ritual, practical, ethical, institutional or aesthetic expressions of the religion(s) studied

• All ABS modules • POW1 & 2 • CS • CP • CH • CWP

Level 4: B3 C3 Level 5: B2 C2 Level 6: B1, B2, B3

Discuss and demonstrate, where appropriate, critical comprehension of the religion's or religions' classic sources and their subsequent articulations by some interpreters of the tradition(s) in different historical

• CWP • CP • CH

Level 6: B1, B2


periods and in different social or geographical settings Demonstrate comprehension of and critically analyse a range of themes, debates and methods within theology and religious studies and where appropriate from related subjects such as the humanities or social sciences and evaluate a range of associated critical scholarship

• All ABS modules • POW1 & 2 • CS • CH • CP • CWP

Level 4: A3 B3 C3 Level 5: A3, A4 B2 C2 Level 6: A3 B1

Subject-specific and intellectual skills Evidenced in modules: Evidenced in programme LOs:

Demonstrate sophisticated understanding of the multi-faceted complexity of religions, for example, in the relationship between specific religious beliefs, texts, practices and institutions, and wider social and cultural structures, norms, aesthetics and aspirations

• All ABS modules • POW1 & 2 • CH • CP • CWP

Level 4: B3 C3 Level 5: B2, B3 C2 Level 6: A2, A3 B2

Demonstrate intellectual flexibility through the practice of a variety of complementary methods of study, for example, philosophical, historical, systematic, dogmatic, exegetical, phenomenological, linguistic, hermeneutical, empirical, speculative, social scientific, archaeological, practical, pastoral


Level 6: B2, B3 C3

Demonstrate awareness of and critical assessment of religious contributions to debate in the public arena concerning, for example, values, truth, beauty, identity, health, peace and justice

• All ABS modules • POW1 & 2 • CS • CH • CP

Level 4: B3 C3 Level 5: B2, B3 C2 Level 6: A3 B2 C3

Demonstrate a sophisticated understanding of how personal and communal identities and motivations are shaped by religion, how this has both positive and negative effects, and how important such identities are

• All ABS modules • POW1 & 2 • CH • CP

Level 4: B3 C3 Level 5: B2 C2 Level 6: C3


Generic skills

Evidenced in modules: Evidenced in

programme LOs: Communicate information, ideas, arguments, principles and theories, and develop an argument by a variety of means, for example essays of various lengths and dissertations which are clearly and effectively organised and presented

• All ABS modules • POW1 & 2 • CS • CWP • CP • CH

Level 4: C4 D3 Level 5: B2 D3 Level 6: B1, B2, B3 D1, D2

Communicate information, ideas, principles and theories and develop an argument effectively by appropriate oral and visual means, and relate materials to an intended audience

• All ABS modules • POW1 & 2 • CS • CP

Level 4: D3 Level 5: D3 Level 6: B3 D2

Attend to, reproduce accurately, reflect on and interact with the ideas and arguments of others

• CP • CH • CWP

Level 6: A3 B1, B2 C3

Work collaboratively as a member of a team or group in a way which allows each individual's talents to be utilised effectively

• All ABS modules • POW1 & 2

Level 4: D2 Level 5: B2 D2 Level 6: C2

Undertake independent or self-directed study or learning (including time management)

• All ABS modules • POW1 & 2 • CWP • CP • CH

Level 4: C4 D1, D4 Level 5: D1, D3 Level 6: B3 D1, D3

Make discriminating use of a full range of resources in order to identify appropriate source material, compile bibliographies, inform research and enhance presentations


Level 6: B1, B3

Use technology and computer skills to identify appropriate source material and data, support research, and enhance presentations

• All ABS modules • POW1 & 2 • CS • CWP • CP

Level 4: D3 Level 5: D3


• CH Level 6: D2

Show independence in thought, and critical self-awareness about one's own outlook, commitments and prejudices.

• All ABS modules • POW1 & 2 • CS • CP • CH

Level 4: B3 C3 Level 5: B2, B3 C2 Level 6: B3 D3

30. QAA Qualification Descriptors The relevant qualification descriptors for this course can be downloaded from: http://www.qaa.ac.uk/AssuringStandardsAndQuality/Qualifications/Pages/default.aspx Indicate how the constituent modules map against the qualification descriptors. This can be in table form and using the module titles. Subject level descriptors: Descriptor for a higher education qualification at level 4 on the FHEQ: Certificate of Higher Education (CertHE).

Level 4: CertHE

Modules and Programme

LOs Awarded to students who have demonstrated:

Evidenced in:

1) Knowledge of the underlying concepts and principles associated with their area(s) of study, and an ability to evaluate and interpret these within the context of that area of study.

Modules: All modules Programme LOs: A1, A2, A3, B1, B3, C1, C2, C3

2) An ability to present, evaluate and interpret qualitative and quantitative data, in order to develop lines of argument and make sound judgements in accordance with basic theories and concepts of their subject(s) of study.

Modules: All modules Programme LOs: B3, C3, C4, D3

Typically, holders of the qualification will be able to:

Evidenced in:

a) Evaluate the appropriateness of different approaches to solving problems related to their area(s) of study and/or work.

Modules: All modules Programme LOs: A2, B1, C2

b) Communicate the results of their study/work accurately and reliably, and with structured and coherent arguments.

Modules: All modules Programme LOs: D3


c) Undertake further training and develop new skills within a structured and managed environment.

Modules: Fn/Fr Instrument Study, LPW, ABS:F/D, POW1 Programme LOs: C1, D1, D4

And will have: Evidenced in: d) The qualities and transferable skills necessary for employment requiring the exercise of some personal responsibility.

Modules: All modules Programme LOs: A2, B1, B2, B3, C2, D1, D2, D3

Subject level descriptors: Descriptor for a higher education qualification at level 5 on the FHEQ: Diploma of Higher Education (DipHE) Level 5: Foundation degree (DipHE)

Modules and LOs

Awarded to students who have demonstrated:

Evidenced in:

1) Knowledge and critical understanding of the well-established

principles of their area(s) of study, and of the way in which those principles have developed.

Modules: All modules Programme LOs: A1, A3, A4, B2, C1, C2

2) Ability to apply underlying concepts and principles outside the

context in which they were first studied, including, where appropriate, the application of those principles in an employment context.

Modules: All modules Programme LOs: A1, A3, B1, B2, C1, C2

3) Knowledge of the main methods of enquiry in the subject(s)

relevant to the named award, and ability to evaluate critically the appropriateness of different approaches to solving problems in the field of study.

Modules: All modules Programme LOs: B1, B2, B3, C2

4) An understanding of the limits of their knowledge, and how this

influences analyses and interpretations based on that knowledge.

Modules: All modules Programme LOs: B3, C1, C2, D1


Evidenced in:

a) Use a range of established techniques to initiate and undertake

critical analysis of information, and to propose solutions to problems arising from that analysis.

Modules: POW2, ABS:A, CS Programme LOs: A4, B2, B3, C2


b) Effectively communicate information, arguments and analysis in a

variety of forms to specialist and non-specialist audiences, and deploy key techniques of the discipline effectively.

Modules: POW2, ABS:A, CS Programme LOs: A4, B2, B3, C2

c) Undertake further training, develop existing skills and acquire new

competences that will enable them to assume significant responsibility within organisations.

Modules: All modules Programme LOs: A2, C1, D1, D2, D3

And will have:

Evidenced in:

d) The qualities and transferable skills necessary for employment

requiring the exercise of personal responsibility and decision-making.

Modules: All modules Programme LOs: A2, B1, B3, C1, D1, D2, D3

Subject level descriptors: Descriptor for a higher education qualification at level 6 on the FHEQ: Bachelor's Degree with Honours (BA Hons)

Level 6: Bachelor’s degree with honours

Modules and Programme

LOs Awarded to students who have demonstrated:

Evidenced in:

1) A systematic understanding of key aspects of their field of study, including acquisition of coherent and detailed knowledge, at least some of which is at, or informed by, the forefront of defined aspects of a discipline

Modules: All level 6 modules Programme LOs: A1, A2, A3, B2, C1, C3

2) An ability to deploy accurately established techniques of analysis and enquiry within a discipline

Modules: - Music Performance and Professional Practice - Contemporary Worship Practice - Church Praxis - Church History - Instrumental Teaching and Pedagogy - Live Event Management - Song Writing and Production Programme LOs: A2, A3, B2, B3, C3

3) Conceptual understanding that enables the student:

• to devise and sustain arguments, and/or to solve problems, using ideas and techniques, some of which are at the forefront of a discipline

• to describe and comment upon particular aspects of current research, or equivalent advanced scholarship, in the discipline

Modules: - Music Performance and Professional Practice - Contemporary Worship Practice - Church Praxis - Church History - Instrumental Teaching and Pedagogy - Live Event Management


Programme LOs: A2, A3, B2, B3, C3

4) An appreciation of the uncertainty, ambiguity and limits of knowledge

Modules: - Contemporary Worship Practice - Church Praxis - Church History - Instrumental Teaching and Pedagogy Programme LOs: A2, A3, B1, B2, B3, C3

5) The ability to manage their own learning, and to make use of scholarly reviews and primary sources (for example, refereed research articles and/or original materials appropriate to the discipline).

Modules: All level 6 modules Programme LOs: A1, A2, A3, B1, B3, C2, C3, D1, D3


Evidenced in:

a) Apply the methods and techniques that they have learned to review, consolidate, extend and apply their knowledge and understanding, and to initiate and carry out projects

Modules: All level 6 modules Programme LOs: A1, A2, B3, C1, C2, C3, D1, D3

b) Critically evaluate arguments, assumptions, abstract concepts and data (that may be incomplete), to make judgments, and to frame appropriate questions to achieve a solution - or identify a range of solutions - to a problem

Modules: - Contemporary Worship Practice - Church Praxis - Church History - Instrumental Teaching and Pedagogy - Live Event Management Programme LOs: A2, A3, B1, B2, B3, C3,

c) Communicate information, ideas, problems and solutions to both specialist and non-specialist audiences.

Modules: All level 6 modules Programme LOs: A1, A2, A3, B2, B3, D2

And will have: Evidenced in: d) The qualities and transferable skills necessary for employment requiring:

• the exercise of initiative and personal responsibility • decision-making in complex and unpredictable contexts • the learning ability needed to undertake appropriate

further training of a professional or equivalent nature.

Modules: All level 6 modules Programme LOs: B3, C2, D1, D3

FORM B


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31. External Examiner Arrangements

Indicate the current status of External Examiner (EE) arrangements related to this Course(s) i.e. use of existing EE’s for shared modules and, the requirement for additional EE’s. Due to the dual specialism inherent in the course title (both popular music and worship), Nexus ICA employs the use of two separate external examiners: one for music and performance, and another for biblical studies and worship. Rev’d Dr Jeremy Perigo is the EE for worship and biblical studies. He began midway through the 2015/16 academic year and will remain until midway through the 2019/20 academic year. Katie Chatburn will be the EE for music and performance as of 1st October 2017.

Documents

Course Specification - Nexus BA(Hons) Popular Music and … · 2019-06-21 · • Guthrie Govan • Jason Rebello • Lianne Caroll • Marco Parissi • Mark Letierri • Remi Harris