Programme Title: HNC- · Web viewimprovising jazz, blues, Latin, & funk for the intermediate player. OUP Skinner, T. (2004) Improvising Lead Guitar (Series). Registry Publications

Plymouth University

Academic Partnerships

CORNWALL COLLEGE, Camborne

Programme Quality HandbookHNC-HND Music Performance and

Technology

Academic Year 2017-18

1 | P a g eHND Music Performance and Technology Handbook (2016-17)

If you require any part of this Handbook in larger print, or an alternative format, please contact:

HE Operations Tel: (01209 616256)

E-mail: ([email protected])

Please note:

All the information in this Handbook is correct at the time of printing.

The Cornwall College Group is proud of its teaching and research and it undertakes all reasonable steps to provide educational services in the manner set out in this Handbook and in any documents referred to within it. It does not, however, guarantee the provision of such services. Should industrial action or circumstances beyond the control of the College interfere with its ability to provide educational services, the University undertakes to use all reasonable steps to minimise the resultant disruption to those services.


PROGRAMME SPECIFICATION1

Programme Title: HNC-HND Music Performance and Technology

Internal Programme Code: 4541 (HNC), 4542 (HND)

Partner Delivering Institution: Cornwall College, Camborne

State Date: 2018-19

First Award Date: 2018-19

Date(s) of Revision(s) to this Document:

This programme specification template aligns with recommendations within the UK Quality Code for Higher Education2. The information provided, by the programme proposer, in each section is definitively agreed between the delivering institution and Plymouth University at approval. Therefore any requests for changes to content (post the conditions set at approval) must follow Plymouth University’s procedures for making changes to partnership programmes3.

ContentsPS1.Programme Details.......................................................................................................................20

PS2. Brief Description of the Programme............................................................................................20

PS3. Details of Accreditation by a Professional/Statutory Body (if appropriate).................................20

PS4. Exceptions to Plymouth University Regulations...........................................................................20

PS5. Programme Aims.........................................................................................................................21

PS6. Programme Intended Learning Outcomes (ILO)..........................................................................21

PS7. Distinctive Features.....................................................................................................................21

PS8. Student Numbers.........................................................................................................................22

PS9. Progression Route(s)....................................................................................................................22

PS10. Admissions Criteria....................................................................................................................23

1 This Programme Specification contains no information pertaining and/or referring to any individual and is therefore appropriate for dissemination as a public document.2QAA, 2011, Chapter A3: The Programme Level, UK Quality Code for Higher Education: http://www.qaa.ac.uk/en/Publications/Documents/quality-code-A3.pdf , last accessed 28 th July 2014 [n.b. this includes ‘Appendix 2: Working with programme specifications: A leaflet for further education colleges’]3 If required please contact Academic Partnerships Programme Administration for assistance.


http://www.qaa.ac.uk/en/Publications/Documents/quality-code-A3.pdf

PS11. Academic Standards and Quality Enhancement........................................................................23

PS12. Programme Structure................................................................................................................25

PS13. Explanation and Mapping of Learning Outcomes, Teaching & Learning and Assessment......25

PS14. Work Based/ Related Learning..................................................................................................30

Appendix.............................................................................................................................................31


PS1. Programme Details

Awarding Institution: Plymouth UniversityPartner Institution and delivery site (s): Cornwall College, CamborneAccrediting Body: N/ALanguage of Study: EnglishMode of Study: Full timeFinal Award: HND Music Performance and TechnologyIntermediate Award: HNC Music Performance and TechnologyProgramme Title: Music Performance and TechnologyUCAS Code: 039WJACS Code:Benchmarks: Informed by QAA and relevant FHEQ subject

benchmark

Date of Programme Approval: May 2012

PS2. Brief Description of the ProgrammeThis text is definitively approved at programme approval and therefore may be directly used for promotion of the programme without the need for further confirmation (approx. 200-250 words)

The Music Performance and Technology based HND programme aims to enable students to learn and develop vocational skills, processes and techniques related to music practice through engagement in higher learning. Music Performance and Technology students will be encouraged to establish their own small scale collaborative and freelance operations as a means of acquiring and developing appropriate skills. Students will be encouraged to develop skills in composition, songwriting and events planning in order to equip them with the necessary attributes of a professional musician.

PS3. Details of Accreditation by a Professional/Statutory Body (if appropriate)

N/A


PS4. Exceptions to Plymouth University Regulations(Note: Plymouth University’s Academic Regulations are available internally on the intranet: https://staff.plymouth.ac.uk//extexam/academicregs/intranet.htm)

None

PS5. Programme Aims

This programme will deliver:

A1. Equip individuals with knowledge, understanding and skills for success in employment in music performance and technology

A2. Develop a range of skills and techniques, personal qualities and attributes essential for becoming a successful music performer or producer and thereby enabling learners to make an immediate contribution to employment.

A3. Provide flexibility, knowledge, skills and motivation as a basis for future studies and career development in music performance or technology.

A4. Enable progression to an undergraduate degree or further professional qualification in music performance or technology or a related area.

PS6. Programme Intended Learning Outcomes (ILO)

By the end of this programme the student will be able to:

LO1. Develop a wide range of skills as a musician and music technician

LO2. Effectively communicate using written and oral presentation

LO3. Exercise responsible scholarship with reference to the study of music composition and genre

LO4. Determine how to locate relevant information; sort, analyse and utilise that information

LO5. Work in teams and appreciate the importance of peer contribution to music performance and technology

PS7. Distinctive FeaturesThis text is definitively approved at programme approval and therefore may be directly used for promotion of the programme without the need for further confirmation:


https://staff.plymouth.ac.uk//extexam/academicregs/intranet.htm

Students are encouraged to recognise themselves as professional musicians with an understanding of the technical requirements of performance who are able to work as collaborative and freelance practitioners within a variety of music industry contexts.

Students are encouraged to develop a highly individualised professional identity and specialise within the aspect of music performance that they feel most aptitude for and most affinity to.

The level of cross-pathway core delivery will enable interdisciplinary collaboration between musicians of different genres and between musicians and technicians. This will in turn support the development of new ways of working in partnership and establish a culture of peer learning cross fertilization.

The development of the necessary skills for graduates to be able to be successful in managing ‘portfolio’ careers within the freelance music industry.

PS8. Student Numbers

The following provides information that should be considered nominal, and therefore not absolutely rigid, but is of value to guide assurance of the quality of the student experience, functional issues around enabling progression opportunities to occur and staffing and resource planning:

Minimum student numbers per stage = 10

Target student numbers per stage =15

Maximum student numbers per stage =20

PS9. Progression Route(s)

Approved “progression route(s)” are those where successful achievement in this programme enables direct alignment to join a stage of another programme. This is an approach employed primarily for Foundation Degree students to “top-up” to complete a Bachelor degree, but may be employed for other award types.

This is in part an automated admissions criterion and therefore progression may be impacted on by availability of a position on the progression award; however progression opportunity, if not available in the first year of application, is guaranteed within 3 years.

Progression arrangements with institutions other than Plymouth University carry an increased element of risk. It is necessary for the delivering partner institution to obtain formal agreement from that institution to guarantee progression for existing students on the programme. For progression to Plymouth University, should there be the need to withdraw the progression route programme(s) then either this will be delayed to provide progression or appropriate solutions will be found. This arrangement is guaranteed for existing students that complete their programme of study with no suspensions or repeat years and who wish to progress immediately to the University.


The contribution of marks from prior levels of study to the progression award is governed by University regulations.


PS10. Admissions Criteria

Qualification(s) Required for Entry to this Programme: Details:

Level 2:- Key Skills requirement / Higher Level

Diploma: Level 2 Communication

and/or- GCSEs required at Grade C or above: Normally 4 x GCSEs, to include Maths and English

Level 3: at least one of the following:

- AS/A LevelsMinimum of 1 relevant subject (music, media studies, IT, performing arts) with a minimum of 120 UCAS points

- Advanced Level Diploma: Music / Performing Arts

- BTEC National Certificate/Diploma: Pass in Music, Music Technology, Media Production, Performing Arts

- VDA: AGNVQ, AVCE, AVS: Advanced in Music- Access to HE or Year 0 provision: In creative or IT subject

- International Baccalaureate: 24 points required

- Irish / Scottish Highers / Advanced Highers: 1 Pass in a Music, Music Technology, Media Production, Performing Arts based subject

Work Experience:Mature students without formal qualifications will be considered by portfolio of relevant production work

Other HE qualifications / non-standard awards or experiences:

Experience in music performance and or production, accompanied by portfolio of recent work

APEL / APCL4 possibilities:

This must be applied for before the start of the programme. Please refer to Plymouth University Academic regulationswww.plymouth.ac.uk

Interview / Portfolio requirements:

Students are expected to attend an interview where possible. Interviewees should bring a portfolio of their work – E-portfolios are acceptable for students unable to attend personally.

Independent Safeguarding Agency (ISA) / Disclosure and Barring Service (DBS) clearance required:

Not initially. However it may be required for some work-based learning placements

PS11. Academic Standards and Quality Enhancement

4 Accredited Prior Experiential Learning and Accredited Prior Certificated Learning


http://www.plymouth.ac.uk/

The Programme Leader/Manager (or the descriptor) leads the Programme Committee in the Plymouth University’s annual programme monitoring process (APM), as titled at the time of approval. APM culminates in the production, maintenance and employment of a programme level Action Plan, which evidences appropriate management of the programme in terms of quality and standards. Any formally agreed changes to this process will continue to be followed by the Programme Leader/Manager (or other descriptor) and their Programme Committee.

Elements of this process include engaging with stakeholders. For this definitive document it is important to define:

Subject External Examiner(s):

An Interim visit by External Examiner (EE) (usually between January and February) will review work that has been marked, consult students and feed back to the programme manager and module leaders and course team.

Subject Assessment Panel (SAP) reviews the assessment marking and is scrutinised by the subject EE. Representatives of the team review and present their module marks for each student on the programme.

The annual Award Assessment Board (AAB) takes place with Programme Manager, the awarding body’s partnership member and the External to receive the students work and confer progression or award.

Additional stakeholders specific to this programme:

Students have the opportunity to discuss the programme independently, twice a year in the Student Review. This forms part of the discussion for the annual programme monitoring in the autumn and spring of each academic year.

The Student Perception Questionnaire (SPQ) is administered during the year and feeds into the programme review.

Students Representatives attend Annual Programme Monitoring (APM) to contribute student views alongside Module Leaders, the Programme Manager and the Assistant Registrar to monitor module delivery and the course provision.

Curriculum meetings take place once a month to review progression, department provision, resources and staffing.


PS12. Programme Structure5

The following structure diagram(s) provides the current structure for this programme:

FHEQ level: 4 & 5 For: Full Time

F/T Route YearWhen in Year? (i.e.

Autumn, Spring etc)

Core or Option Module Credits Module

1 Core 20 CORC1084 - Aural Perception and the Principles of Musical Sound1 Core 20 CORC1085 - Research and Analysis of Musical Genre1 Core 20 CORC1087 - Band Rehearsal and Performance1 Core 20 CORC1088 - Songwriting Techniques and Skills1 Core 20 CORC1089 - Planning and Delivering a Live Music Event1 Core 20 CORC1091 - Studio Recording and Engineering2 Core 20 CORC2072 - Critical Music Listening2 Core 20 CORC2073 - Work Related Experience Interacting with the Music Industry2 Core 20 CORC2074 - Major Project2 Core 20 CORC2075 - Computer Music Composition and Production2 Core 20 CORC2076 - Improvisation in Music2 Core 20 CORC2077 - Music Performance Studies

PS13. Explanation and Mapping of Learning Outcomes, Teaching & Learning and Assessment

5 The provided table includes only a single line. This should be multiplied by copying and pasting to produce the correct number of modules for the level of the programme. For ease of consideration and clarity, please include a separate table for each level by again copying and pasting this table. Colour coding/ shading may be used to differentiate between new modules and existing approved modules shared with other programmes.


Developing graduate attributed and skills, at any level of HE , is dependent on the clarity of strategies and methods for identifying the attributes and skills relevant to the programme and where and how these are operationalised. The interrelated factors of Teaching, Learning and Assessment and how these are inclusive in nature, are fundamentally significant to these strategies and methods, as are where and how these are specifically distributed within the programme.

Ordered by graduate attributes and skills, the following table provides a map of the above, plus an exposition to describe and explain the ideas and strategy of each. Therefore, subsequent to the initial completion for approval, maintenance of this table as and when programme structure changes occur is also important:

FHEQ level: 4 & 5

Definitions of Graduate Attributes and Skills Relevant to this Programme

Teaching and Learning Strategy / Methods Prog Aims

Prog intended Learning Outcomes

Range of Assessments Related Core Modules

Knowledge / Understanding:

4.2, 4.3, 4.4.1, 4.4.4, 4.4.5

By the end of this level of this programme the students will be able to demonstrate for a threshold pass: The major theories of the discipline(s) and an

awareness of a variety of ideas, contexts and frameworks.

The wider social and environmental implications of area(s) of study and is able to debate issues in relation to more general ethical perspectives.

The reciprocal relationship between creative output and the wider socio/cultural matrix.

The responsibilities of the practitioner. A preparedness to experiment.

Primary: Lectures and tutorials Skills workshops Directed independent study Learning from work

experienceSecondary/Supplementary: Case studies Problem-solving exercises

1,2,3

1,2,3

3,4

3,4

Key knowledge and understanding is assessed via a combination of essays, presentations, and seminar performances.

CORC1084CORC1085

CORC2072CORC2074


An explanation for embedding Knowledge and Understanding through Teaching & Learning and Assessment at this level of the programme:Lectures and practical exercises will be used to embed knowledge and understanding. Group discussions and peer review will be used to rest and reinforce knowledge and understanding. The assessments used will be designed to address the specific learning outcomes of the module and will draw upon a range of skills.Cognitive and Intellectual Skills:

3.5, 3.11, 4.2, 4.3By the end of this level of this programme the students will be able to demonstrate for a threshold pass: Critique rival theories and frameworks. Analyse and synthesise. Intelligently apply appropriate principles in

assessing policy or practice. Demonstrate problem solving and research

skills. Take appropriate risks and be able to evaluate

the outcomes of experimentation. Develop an appreciation between medium and

message.

Primary: Skills workshops Tutorial/seminar discussions Feedback via coursework

assessment process (essays etc)

Secondary/Supplementary: Policy and practice analysis in

portfolios and tutorials

2,5

2,5

1,4

1,4

Essays/projects/dissertations

Coursework/ groupwork on practical application questions

Portfolio Final production

pieces/ performances

CORC1084CORC1085

CORC2072CORC2073

An explanation for embedding Cognitive and Intellectual Skills through Teaching & Learning and Assessment at this level of the programme:The development of practical skills is an essential part of this programme and is embedded in the majority of modules. The assessment of these skills will be primarily through the practical portfolios, technical reports and individual research projects.Key Transferable Skills:

3.8,4.4.1,4.4.4

By the end of this level of this programme the students will be able to demonstrate for a threshold pass: Interact effectively within a team / learning

group. Manage learning using resources for the

discipline. Communicate effectively in a manner

Primary: Library and other research exercises

Group work awareness and practice

Computer-based learning and

5,6

5,6

1,5

1,5

Coursework of all types

Production portfolios

Assessed discussions

Group work assessments

CORC1084CORC1085

CORC2072CORC2073CORC2074


appropriate to the discipline (in standard English oral, written, using ICT).

Take responsibility for own learning with minimum direction.

Manage information with the ability to select appropriate data from a range of sources and develop appropriate research strategies

assessment

Secondary/Supplementary: Class and seminar

interactions and feedback

An explanation for embedding Key Transferable Skills through Teaching & Learning and Assessment at this level of the programme:Generic and Graduate skills will be developed in all modules through the different modes of assessment. The skills acquired in these modules should be applied in other modules and will be relevant in other real life contexts and will serve to prepare the students for level 4/5 studies. Following the progression route to HND students will undertake 53: Work-based experience and generate a portfolio of evidence to support this

Employment Related Skills:

By the end of this level of this programme the students will be able to demonstrate for a threshold pass: Recognise strengths and areas for improvement Present ideas confidently to a variety of

audiences Work to deadlines Locate opportunities for practice Work effectively in groups Demonstrate the application of knowledge to

varying contexts

Primary: None.Secondary/Supplementary:None

1,3,4

1,3,4

2,5

1,5

CORC1084CORC1085

CORC2073

An explanation for embedding Employment Related Skills through Teaching & Learning and Assessment at this level of the programme:Generic and Graduate skills will be developed in all modules through the different modes of assessment. The skills acquired in these modules should be applied in other modules and will be relevant in other real life contexts and will serve to prepare the students for level 4/5 studies. Following the progression route to HND students will undertake 53: Work-based experience and generate a portfolio of evidence to support this.

Practical Skills:


5.4.2, 4.4.3, 4.4.4, 3.8

By the end of this level of this programme the students will be able to demonstrate for a threshold pass: Demonstrate a high level of discipline specific

skills Present ideas appropriate to the context and

audience Work effectively in groups

Primary: Projects Designated tasks Lectures and tutorials Learning from workSecondary/Supplementary:None.

1,3,4

1,3,4

2,5

2,5

Project work Competence in a

range of communication techniques

CORC1085

CORC2073CORC2074

An explanation for embedding Practical Skills through Teaching & Learning and Assessment at this level of the programme:Generic and Graduate skills will be developed in all modules through the different modes of assessment. The skills acquired in these modules should be applied in other modules and will be relevant in other real life contexts and will serve to prepare the students for level 4/5 studies. Following the progression route to HND students will undertake 53: Work-based experience and generate a portfolio of evidence to support this.


PS14. Work Based/ Related LearningWBL is an essential element of Foundation Degrees and therefore needs to be detailed here. However, for all types of HE Programmes there should be an element of employability focus through, at least, Work Related Learning, and therefore the following is applicable for all:

FHEQ level: 4 and 5WBL/WRL Activity: Logistics Prog Aim Prog Intended LO Range of Assessments Related Core Module(s)Skills development with industry relevant hardware and software

Second year module delivered on HND to include:

Graduate Skills Audit

Professional Development Proposal

Reflective Journal

Individual and group Professional Development Portfolios

Critical Evaluation of process

Modules delivered throughout the year. Modules will involve lectures and practical workshops and when possible guest lectures and field trips

A1, A2, A3, A4, ILO1, ILO2, ILO3, ILO4, ILO5

Essays/reports,Individual/Group Practical PortfoliosPresentations,

All Core modules

Work based experience

An explanation of this map: The module named above is a work related module which is a key component of the progression route on the HND. With an emphasis on techniques and procedures that are relevant to the work place, students will be asked to compile a reflective journal, portfolio of evidence and an evaluation to demonstrate their knowledge and understanding.


Appendix - Definitive Module Records

SECTION A: DEFINITIVE MODULE RECORD . Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.

MODULE CODE: CORC1084 MODULE TITLE: Aural Perception and The Principles of Musical Sound

CREDITS: 20 FHEQ Level: 4 JACS CODE: W371

PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: Y

SHORT MODULE DESCRIPTOR: (max 425 characters)Having a good musical ear is a prerequisite of professional musical life and a tool that can be relied on throughout a musical career. This module provides a working knowledge of the principles of sound, supported through the study of the physical properties of sound and human hearing. Learners will develop aural perception skills working with a range of musical styles, analysing work using appropriate musical vocabulary, identifying and understanding the musical characteristics, and the different stylistic elements involved.

ELEMENTS OF ASSESSMENT Use HESA KIS definitions]WRITTEN EXAMINATION COURSEWORK PRACTICAL

E1 (Examination) % C1 (Coursework) 100% P1 (Practical) % or Pass/Fail (delete as appropriate)

E2 (Clinical Examination)

% A1 (Generic Assessment)

%

T1 (Test) %

SUBJECT ASSESSMENT PANEL Group to which module should be linked: Camborne

Professional body minimum pass mark requirement: N/A

MODULE AIMS:The aim of this module is to enable learners to explore the fundamental scientific basis of sound to learn to listen critically to music, and analyse it and to use appropriate musical vocabulary.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1. Understand the theory of sound2. Understand the theory of hearing3. Understand the stylistic elements of music4. Recognise the melodic and rhythmic elements of music

DATE OF APPROVAL: 01 May 2012 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sept 2012 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All Year


Additional notes (for office use only):

SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENTItems in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.ACADEMIC YEAR: 2016-2017 NATIONAL COST CENTRE: 115

MODULE LEADER: Dave Hancock OTHER MODULE STAFF:

SUMMARY of MODULE CONTENT•Style, Performance, Music, Melody, Rhythms, Structures, Structural devices, Symbols, Chord progressions.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 20Tutorial 5Practical Classes and Workshops 20Guided Independent study 155

Total 200 (NB: 1 credit = 10 hours or learning; 10 credits = 100 hours, etc)

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Written exam

E Total = 100%T Total = 100%

Coursework

C1

C2

A deconstruction of a range of contemporary music pieces.Essay based around the theory of sound and perception.

50%

50%Total = 100%

Practical P Total = 100%

Updated by: Date: Approved by: HE Operations Date: 15/09/16

Recommended Texts and Sources:Alton Everest,F. (2009) The Master Handbook of Acoustics .McGraw Hill EducationBenade, .A. (2011) The Fundamentals of Musical Acoustics. Dover Publications"Bowman, D and Terry P. (2003) Aural Matters: A Student's Guide to Aural Perception at Advanced Level.


Schott"Campbell, M and Greated, C. (1994) The Musician’s Guide to Acoustics, Oxford University PressTaylor, E. (2011) The AB Guide to Music Theory. ABRSM


MODULE CODE: CORC1085 MODULE TITLE: Research and Analysis of Musical Genre



SHORT MODULE DESCRIPTOR: (max 425 characters)This module allows learners to develop the research skills they need to support both theoretical and practical elements of a chosen genre. Distinguishing between primary and secondary sources, learners will evaluate their validity and extract the necessary information to synthesise their research into an appropriate form for presentation.





%

T1 (Test) %



MODULE AIMS:The aim of this module is to enable learners to acquire the necessary skills and techniques to undertake research into a musical genre and present their findings in an appropriate form.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:5. Research the key developments and characteristics of a specific musical genre6. Select effective primary or secondary methods for undertaking research activities7. Present outcomes based on research using a recognised format





MODULE LEADER: Amy Edwards OTHER MODULE STAFF: None

SUMMARY of MODULE CONTENT•Research methods, Generic conventions, Organisation, Primary sources, Secondary sources, Formulation, Methodology, Format, Presentation methods, Referencing systems

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 20Practical Classes and Workshops 20Seminar 5Guided Independent study 155


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Written exam

E Total = 100%

T Total = 100%

CourseworkC1C2

EssayPresentation of outcomes of research.

75%25%

Total = 100%


Updated by: Date: Approved by: HE Operations Date:15/09/16

Recommended Texts and Sources:Blaxter, L et al. (2010) How to Research . Open University PressDanscombe,M. (2010) The Good Research Guide. Open University Press,"Davies, M. (2007) Doing a Successful Research Project: Using Qualitative or Quantitative Methods.Palgrave Macmillan"Dawson, C.(2007) A Practical Guide to Research Methods. How To Books Ltd


Kumar, R. (2010) Research Methodology: A Step-by-Step Guide for Beginners. Sage PublicationsElectronic Journal of Business Research MethodsQualitative Market ResearchResearch Magazinewww.record-producers.comManagement agency for record producerswww.recordproduction.comProducers blog and news site


MODULE CODE: CORC1087 MODULE TITLE: Band Rehearsal and Performance



SHORT MODULE DESCRIPTOR: (max 425 characters)All musicians should have the ability to take direction, create and innovate within a group structure. To do this, learners must be prepared to develop both the practical and aesthetic skills that are required for rehearsal and performance. Learners will gain expertise in the additional skills that are required for the planning and execution of a public performance.





%

T1 (Test) %



MODULE AIMS:The aim of this module is to enable the learner to develop, use and refine the skills required to rehearse and perform in a musical ensemble or band.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:8. Contribute to the planning of a performance9. Understand musical direction and rehearsal techniques10. Participate in a series of public performances11. Evaluate rehearsals and performances

DATE OF APPROVAL: 01 May 2012 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sept 2012 SCHOOL/PARTNER: Cornwall College


DATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All Year



MODULE LEADER: Jonathan Perkins OTHER MODULE STAFF: None

SUMMARY of MODULE CONTENTResearch, selection of repertoire and venue, Equipment, logistics, promotion and performance



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Written exam


CourseworkC1

C2

Plan, rehearse and deliver performancesEvaluate rehearsals and performances

75%

25%Total = 100%


Updated by: Date: Approved by: Date:

Recommended Texts and Sources:Bruser, M. (1999) The Art Of Practicing: A Guide To Making Music From The Heart. Bell TowerGordon, S. (2010) Mastering the Art of Performance: A Primer for Musicians. OUPLaitz, S .(2008) The Complete Musician Student Workbook, Volume 1: An Integrated Approach to


Tonal Theory, Analysis, and Listening. Oxford University Press


MODULE CODE: CORC1088 MODULE TITLE: Song writing Techniques and Skills


PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE:

SHORT MODULE DESCRIPTOR: (max 425 characters)A song is a complete composition in microcosm. The ingredients of a song – flowing, memorable melody lines and lyrics, chord progressions, accompaniment figures – are elements of composition in miniature. On completion of this module the learners will be able to understand and acquire these skills together with the process of writing songs, working with other musicians in the process.





%

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Professional body minimum pass mark requirement:N/A

MODULE AIMS:The aim of this unit is to enable learners to develop and use the specialised techniques of a songwriter and to foster the skills needed to bring songs to performance.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:12. Advanced techniques in relation to the setting of song lyrics13. Understand advanced techniques in relation to the use of melody, harmony and instrumentation14. Develop songwriting skills through workshop and rehearsal techniques15. Compile a showreel of original compositions





MODULE LEADER: Jonathan Perkins OTHER MODULE STAFF:

SUMMARY of MODULE CONTENTLyrics, Form and Structure, Harmony, Style and Instrumentation, Experimentation, Inspiration, Songwriters Tools, Audience, Portfolio



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Written exam


Coursework

C1

C2

Written report analysing original compositions or songsProduce a portfolio of three songs

25%

75%Total = 100%



Recommended Texts and Sources:Blume, J. (2008) 6 Steps to Songwriting Success: The Comprehensive Guide to Writing and Marketing Hit Songs. Billboard BooksPeterik, J, Austin, D and Bickford, ME. (2002) Songwriting for Dummies. WileyRooksby, J. (2006) The Songwriting Sourcebook. Backbeat Books



MODULE CODE: CORC1089 MODULE TITLE: Planning and Delivering a Live Music Event

CREDITS: 20 FHEQ Level:4 JACS CODE: W470


SHORT MODULE DESCRIPTOR: (max 425 characters)This module is underpinned by research into current practices and legislation that governs performance events. Learners will be offered opportunities to plan and develop music productions for selected events. They will also develop skills in communication, with opportunities to network with professional companies, financial planning, logistics and marketing that are necessary in the completion of a professional event.





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T1 (Test) %



MODULE AIMS:The aim of this module is to enable learners to develop the skills required to research, plan and manage productions for public music performance.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:16. Understand the planning procedures for a live event.17. Plan and promote events using appropriate methods.18. "Understand current legislation related to public performance including the relevant19. health and safety considerations."20. Demonstrate a live performance event as part of a group project.





MODULE LEADER: Jake Williams OTHER MODULE STAFF: None

SUMMARY of MODULE CONTENTProduction roles, process, events planning, safe working, health and safety, current

legislation, event evaluation.



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CourseworkC1

C2

Portfolio and planning documentationObserved live event and evaluation of the event

25%

75%Total = 100%



Recommended Texts and Sources:Baker, B.(2007) Guerrilla Music Marketing Handbook: 201 Self-Promotion Ideas for Song Writers, Musicians and Bands on a Budget. Bob BabkerBowdin, G et al. (2010) Events Management. Butterworth-HeinemannConway, D. (2009) The Event Manager’s Bible: The Complete Guide to Planning and Organising a Voluntary or Public Event. How To Books Ltd"Hannam, C. (2004) Health and Safety Management in the Live Music and Events Industry.Entertainment Technology Press"Kemp, C.(2008) Music Events Management and Promotion. Elm Publications



MODULE CODE: CORC1091 MODULE TITLE: Studio Recording and Engineering



SHORT MODULE DESCRIPTOR: (max 425 characters)This module looks at factors affecting audio quality, together with the two recording methods of using microphones and direction injection (DI). It also looks at the use of the mixing desk, including such things as routing and use of EQ, and the creative and corrective treatment of sound. Finally, the module will look at effective studio session preparation, both from the point of view of the musician and from that of the studio personnel.





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MODULE AIMS:This module aims to enable learners to develop theoretical and practical knowledge of studio recording, including factors affecting audio quality, equipment and effective planning of recording sessions.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:21. Identify and rectify factors affecting audio quality22. Understand and use essential studio equipment23. Implement the treatment of sound creatively and correctively24. Demonstrate effective recording studio session organisation



SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT27 | P a g e

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Items in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.ACADEMIC YEAR: 2016-2017 NATIONAL COST CENTRE: 115

MODULE LEADER: Dave Hancock OTHER MODULE STAFF:

SUMMARY of MODULE CONTENTDistortion, Monitoring, Line level, Recording formats, Mixing desks, Compression, Noise gates, Equalisation, Effects, Arrangements.



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CourseworkC1C2C3

Studio recording materialAssignmentPlanning document

50%25%25%

Total = 100%Practical P Total = 100%


Recommended Texts and Sources:Bartlett ,B. and Bartlett, J.(2008) Practical Recording Techniques. Focal PressBenson, Whittaker and Whittaker. (2002) Standard Handbook of Audio and Radio Engineering. McGraw-Hill Video/ Audio EngineeringCrick, T. (2010) Recording Tips for Engineers. 2nd Edition. FocalEagle, J. (2011) The Microphone Book: From Mono to Stereo to Surround, A Guide to Microphone Design and Application. Focal PressGuerin,R . (2004) Inside the Recording Studio. Course TechnologyHuber, D. and Runstein, R . (2010) Modern Recording Techniques. Focal PressOswinski, B. (2006) The Mixing Engineers’ Handbook. Course TechnologyWhite, P. (2002) Basic Mixing Techniques. SMT BooksWhite, P. (2002) Basic Multitracking. SMT BooksWhite, P. (2003) Studio Recording Basics A (Basic Mixing Techniques, Effects & Processors, Multitracking & Mixers). Sanctuary



MODULE CODE: CORC2072 MODULE TITLE: Critical Music Listening



SHORT MODULE DESCRIPTOR: (max 425 characters)Acquiring and developing critical music listening skills expands creative opportunities. Film music necessitates a wide timbral appreciation; electronic manipulation with creative synthesis and sampling requires an appreciation of the tonal palette. On completion, learners will have developed a deeper understanding of music and sonic listening skills and awareness.





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MODULE AIMS:This module aims to develop learners’ critical listening abilities necessary to function successfully as a performer, producer or engineer.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:25. Understand individual musical characteristics in a performance or recording26. Understand sonic problems that may have a negative effect upon music performance or

production27. Accurately balance combinations of musical and other sonic elements in a performance or

production





MODULE LEADER: Julian Gaskell OTHER MODULE STAFF: None

SUMMARY of MODULE CONTENTPitch, Harmony, Timbre, Homogenous, Disparate, Groupings, Musical, Balance and timbre, Extraneous problems, Timbral corrections, Balance/placement, Use of effects, Quality.



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C2

Analysis of chosen piece of contemporary music.A high quality, flawless audio submission.

50%

50%Total = 100%



Recommended Texts and Sources:Davis, G. and Jones, R. (1990) The Sound Reinforcement Handbook. Hal Leonard CorporationPaynter, J. (1992) Sound and Structure. Cambridge University PressRumsey, F. and McCormick, T. (2009) Sound and Recording, 6th edition. FocalWinterson,J, Nickol, P and Bricheno, T. (2003) Pop Music: The Text Book. Peters EditionAudiomedia (www.audiomedia.com)Live Sound International (www.livesoundint.com)Pro Sound News (www.prosoundeurope.com)Sound on Sound



MODULE CODE: CORC2073 MODULE TITLE: Work Related Experience Interacting with the Music Industry



SHORT MODULE DESCRIPTOR: (max 425 characters)Within this module a significant amount of learning can be achieved through work related experience. Learners will gain an understanding of the structures, roles and responsibilities of music business organisations and how this relates to self-promotion and marketing of freelance and portfolio based careers.





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MODULE AIMS:The aim of this module is to explore the roles and responsibilities of music business organisations enabling learners to exploit and promote their product or service by developing appropriate marketing strategies designed to support musicians, DJ / performer, producers , engineers or portfolio careers. Learning may take place in a work- related context by planning and carrying out activities, projects and commissions and recording & evaluating them in an appropriate manner.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:28. Understand how music businesses work29. Understand the roles and responsibilities of music business organisations30. Develop strategies to successfully market specific products or events31. Undertake work related experience as identified






SUMMARY of MODULE CONTENTRoles and responsibilities of music business organisations.Copyright Law, infringement, Collection Societies and ContractsCarry out work related experience and record, revise and evaluate in journalsIdentification of specific selling points, devise, budget and implement marketing activities designed for interventions with the music industry



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CourseworkC1C2

EssayEngage in work-related activity

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Total = 100%Practical P Total = 100%


Recommended Texts and Sources:Hutchison, T, Macy, A and Allen, P. (2009) Record Label Marketing. Focal Press"Levine, M. (1997) How to Be a Working Musician: A Practical Guide to Earning Money in theMusic Business. Billboard Books"Music Managers Forum – The Music Management Bible (Sanctuary, 2003)Pattenden, S. (2007) How to Make It in the Music Business. Virgin BooksSchulenberg, R. (2005) Legal Aspects of the Music Industry. Billboard Books



MODULE CODE: CORC2074 MODULE TITLE: Major Project

CREDITS: 20 FHEQ Level: 5 JACS CODE: N213


SHORT MODULE DESCRIPTOR: (max 425 characters)This module deals with the practical application of skills and techniques required in the preparation and production of music and or music performance whilst working as part of a team.Learners will develop skills in decision making, problem solving and communication, integrated with the skills and knowledge developed in many of the other units within the programme to complete a realistic project.


E1 (Examination) % C1 (Coursework) 100 % P1 (Practical) % or Pass/Fail (delete as appropriate)



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MODULE AIMS:This module provides a practical framework for developing work in the music industry from initial and preparatory ideas through the process culminating in the production of work or performance. Learners will develop skills of independent enquiry by undertaking a sustained investigation of direct relevance to their vocational, academic and professional development.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:32. Formulate a project33. Understand music production process, production and planning roles34. Implement the project within agreed procedures and to specification35. Evaluate the effectiveness of the final project and contributions from the team





MODULE LEADER: Oliver Brand OTHER MODULE STAFF:

SUMMARY of MODULE CONTENTManagement and administration, performance team, design team, initial brief, budget and resources, planning and organisation, rehearsals, reflection, deadlines, communication



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Major project portfolio- audio/audio-visual / performanceEvaluation of major project

75%

25%Total = 100%


Updated by: Date Approved by: HE Operations Date:15/09/16

Recommended Texts and Sources:"Conway, D. (2009) The Event Manager’s Bible: The Complete Guide to Planning and Organisinga Voluntary or Public Event. How To Books Ltd"Mitchell, B. (2001) Gigging Musician: How to Get, Keep, and Play the Gig. Backbeat BooksPopyk, B. (2003) The Business Of Getting More Gigs as a Professional Musician. Hal LeonardSpellman, P. (2008) The Self-Promoting Musician. Berklee Press, Hal LeonardWilkins, T. (2007) Access All Areas: A Real World Guide to Gigging and Touring. Focal Press



MODULE CODE: CORC2075 MODULE TITLE: Computer Music Composition and Production



SHORT MODULE DESCRIPTOR: (max 425 characters)Technology advances in recent years have brought about a significant change in how we produce and compose music. Looking into the tools and techniques in the process of creation, manipulation and production of musical ideas and sound; learners will examine a range of software and hardware options with a view to integrating in the creative process.





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MODULE AIMS:The aim of this module is to enable learners to use the music composition, production and audio features made available by modern computers.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:36. Use computers to synthesise and process sound37. Understand protocols used to control music software and hardware38. Understand the tools used for composing and arranging using technology39. Produce musical material using a range of techniques and technology





MODULE LEADER: Amy Edwards OTHER MODULE STAFF:

SUMMARY of MODULE CONTENTSound Editing and Processing, Software and Hardware Synthesis, Synthesis Techniques, Midi, Hardware Controllers, Sound Utilities, Sequencers and Host Applications, Composition and Arranging Techniques, Planning, Production, Mixing and Mastering.



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Coursework

C1

C2

C3

Report of techniques used within computer compositionSoftware project filesPerformance using sequenced music

40%

40%

20%Total = 100%



Recommended Texts and Sources:Blinkhorn, D. (2009) New Music Composition In Computer Assisted Environments: Creative Approaches to Composing With Music Software. LAP Lambert Academic PublishingStewart, D. (1999) Inside the Music. Backbeat Books



MODULE CODE: CORC2076 MODULE TITLE: Improvisation in Music



SHORT MODULE DESCRIPTOR: (max 425 characters)Improvisation is the mainstay of many types of musical activity from jazz to classical. Improvisation can become a major tool for musicians to sustain and develop their horizons and employment base. Like many other techniques, the skills required to improvise can be learned and the route to improvisation can be seen as a series of steps.





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MODULE AIMS:The aim of this module is to enable learners to improvise musically by developing the knowledge, skills and techniques required in a systematic and sustainable way.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:40. Understand the relationship between musical elements and improvised material41. Develop individualised instrumental learning programmes42. Practise and rehearse improvisation43. Improvise from musical resources





MODULE LEADER: Jonathan Perkins OTHER MODULE STAFF: None

SUMMARY of MODULE CONTENTIndividualised instrumental learning programmes and practice regimes ,working with a range of keys, tempos and rhythms, progressions, grooves, technique, accuracy, variety, suitability, confidence, control, tone, dynamics, mood and style, Analysis and evaluation of own workRehearse: working with ensembles and with generated backings; use of chord charts; lead sheets, Quality considerations: arrangement; preparation time.



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C1

C2

C3

Rehearsal diaryEssay on analysis of improvisationDevise and perform three improvisations

25%

25%

50%Total = 100%



Recommended Texts and Sources:Frisell, B, Damian, J and Feist, J. (2011) The Guitarist’s Guide to Composing and Improvising. Berkley PressNorton, C. (2005) The Easiest Way to Improvise. Boosey and HawkesRichards, T. (1997) Improvising Blues Piano: The Basic Principles of Blues Piano Explained for the Intermediate-level Pianist in an Easy-to-grasp Fashion. SchottSatin, K. and Clark, C. (2005) Creative Saxophone Improvising (book + CD): An introduction to


improvising jazz, blues, Latin, & funk for the intermediate player. OUPSkinner, T. (2004) Improvising Lead Guitar (Series). Registry PublicationsSlonimsky, N. (1999) Thesaurus of Scales and Melodic Patterns. Music Sales


MODULE CODE: CORC2077 MODULE TITLE: Music Performance Studies



SHORT MODULE DESCRIPTOR: (max 425 characters)This module enables learners to practice and monitor their progress in order to develop as an instrumental or vocal performer by studying a varied repertoire for both solo and ensemble working and developing reading and rehearsal techniques, preparation, communication and professionalism.





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MODULE AIMS:This module deals with your progression as a musician or vocal performer and enables you to develop as your repertoire through rehearsal to a live performance.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:44. Practise a varied repertoire of music in order to improve instrumental or vocal skills in solo

performances45. Practise a varied repertoire of ensemble music with others in order to improve instrumental or

vocal skills as a group performer46. Understand rehearsal techniques47. Read music notations in practice and performance


Additional notes (for office use only):39 | P a g e

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SUMMARY of MODULE CONTENTSolo performance, repertoire and technique, Ensemble performance, communication and repertoire, Practice, rehearsal and professionalism, Notation and stylistic conventions



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Recommended Texts and Sources:Bruser, M. (1999) The Art Of Practicing: A Guide To Making Music From The Heart. Bell TowerGordon, S. (2010) Mastering the Art of Performance: A Primer for Musicians. OUPLaitz,S. (2008) The Complete Musician Student Workbook, Volume 1: An Integrated Approach to Tonal Theory, Analysis, and Listening. Oxford University Press
