programme specification bachelor of music with honours (bmus … · programme specification...

1

Programme Specification

Bachelor of Music with Honours (BMus (Hons)

1.1 General Information

UCAS

Code

Target Award Programme Title Duration (months)

Mode of study

300F BMus (Hons)

Bachelor of Music with Honours

36 or 48 months

Full-time

Exit Awards

The following awards are also available to students who complete part of the programme: Certificate of Higher Education: 120 Credits at year 1 FHEQ 4 level Diploma of Higher Education: 240 Credits (120 credits at year 1 FHEQ 4 and 120 credits at year 2 FHEQ 5 level)

Awarding Institution RNCM

Teaching Institution RNCM

Date of Writing AY 2015-16 Completed 20.05.16

Course Leader Head of Undergraduate Programmes

Period of Registration Minimum: 3 Years Maximum: normally 5 Years

Programme Start Date September 2016

Benchmarking

In line with the QAA Subject Benchmark Statement for Music 2008 & FHEQ Descriptors 2008, the programme includes the following:

investigating the nature of musical texts, whether written or aural

exploring musical repertoires and their cultural contexts

understanding the relevance of music and music-making to societies past and present

interrogating issues of aesthetics, reception and dissemination of music

engaging with musical processes, materials and technologies, whether through

composition, performance, analysis, or criticism

enhancing musical creativity through performance, composition and improvisation

linking aural to notational and verbal articulations of musical ideas

tracing relationships between theory and practice

understanding the nature of musical experiences

developing musical skills

2

The QAA Subject Benchmark Statement for Music 2008 states specifically that ‘the music graduate will

have cultivated a variety of the following skills’ (p. 14), which includes the following list in relation to

technological skills:

“use an appropriate range of equipment for creating and recording music

use and create computer software for musical tasks including composing and performing, making

notation, recording, editing, analysing and synthesising sound

combine musical sound with other media, such as film, digital animation, interactive web and

mobile technology applications

integrate electronic and computer-based elements into live performance

reflect critically in order to evaluate technologically-mediated forms of music understand the design, construction and care of acoustic musical instruments" (p. 16)

Inclusion of relevant technological skills is integral to design of programme elements as outlined

below.

With these qualities in mind, an RNCM graduate attains their highest possible level of technical and

expressive skill as a practical musician, is resourceful, engaged with learning opportunities and

inquisitive. S/he attracts professional esteem, and values creative enterprise, embodying leadership

and collegial skills in order to make a meaningful contribution to the development of the music

profession in any one or several of its diverse aspects.

This characterisation of an RNCM graduate informs the detailed in the learning aims and outcomes of

the programme(s) articulated below.

1.2 Aims of the Programme(s) The aims of the BMus (Hons) programme are to:

1. Equip students with the highest achievable standard of musical proficiency in performance or composition and to realise, to the fullest possible extent, the musical potential of the individual

2. Nurture individuality, creativity and entrepreneurship and develop personal, interpersonal, intellectual and artistic maturity and personal responsibility for learning

3. Develop the ability to articulate clearly critically-informed, well-researched responses to music and its contexts in practical, verbal, written and digital forms

4. Enable students to relate skills and knowledge developed in studies of music theory, aural training, and cultural context to performance practice

5. Facilitate engagement with, and the resourceful management of, a range of technological applications and equipment appropriate to embarking on a career in the music industry

6. Develop a breadth of core and specialist skills which will enable progression to postgraduate study or entry to the music profession as a practitioner and entrepreneur and to provide the career support to meet this aim

7. Develop an appreciation of specialist and non-specialist communities in the North West through the Corporate activities of the College Arts Centre, placements and outreach activities allied to the programme

8. Provide opportunities for students to explore a variety of career options through placements, contact with mentors, and auditioned placements with The Platform and Professional Experience Schemes

9. Support and develop students' skills as independent musicians and composers who are capable of creating knowledge with and alongside staff colleagues

3

1.3 Intended Learning Outcomes of the Programme What will I be expected to achieve?

A learning outcome is a statement of what you are expected to know, understand and/or be able

to do when you complete your programme. They are referenced against the descriptors for the

Framework for Higher Education Qualifications in England, Wales and Northern Ireland. The

framework states that:

‘[t]he FHEQ is an important reference point for providers of higher education. The FHEQ, and associated guidance

for implementation, has been written to assist higher education providers to maintain academic standards; to inform

international comparability of academic standards, especially in the European context; to ensure international

competitiveness; and to facilitate student and graduate mobility [FHEQ 2008].’

A Knowledge and Understanding - on successful completion of the programme students will be able to:

A1 Demonstrate the highest possible standard of practical skills and capabilities relevant for the modern music industry in the Principal Study Discipline

A2 Demonstrate awareness of a cross-section of relevant repertory in the Principal Study discipline, and where appropriate, forge new repertory of their own through composition, commission, and / or collaboration

A3 Be able to analyse, manipulate, interrogate, research and create musical ideas, across the areas (‘sub-disciplines’) of the programme, and present and communicate the results fluently, sustaining a cogent and coherent argument (in both written and spoken form) leading, where appropriate, to creative outputs

A4 Devise and sustain arguments, and solve problems with reference to the broader historical, philosophical, cultural and social contexts for musical practice, where appropriate, demonstrate how music relates to the other arts, social sciences and sciences

A5 Demonstrate systematic understanding of a diverse professional portfolio, including knowledge of the art of teaching, ensemble rehearsal and leadership, and / or the techniques of recording and editing

A6 Plan, research, organise and undertake individual and collaborative projects

A7 Make effective use of open-minded, informed and discerning attitudes to all kinds of music and its performance, for example through work with students on the BMus Popular Music programme and engagement with advanced scholarship, primary and secondary sources and original materials.

A8 Demonstrate understanding of how composers shaped musical material in the history of Western music, via the analysis of notation and through practical exploration of these ideas (eg. aural skills)

A9 Employ digital/electronic tools including freeware and specialised programs as appropriate in support of their performance and/or compositional activity and in their engagement with the modern music profession (eg. online marketing, website presence, editing software, live performance and composition with electronics).

4

B Specialist Subject Skills - on successful completion of the programme students will be able to:

B1 Perform or compose with technical surety and musicality to the standards demanded by the music profession

B2 Apply a deep level of personal expression and a highly developed creative instinct to consolidate and extend learning in the principal study area in support of the initiation and implementation of projects and, where appropriate, communication with audiences

B3 Demonstrate an ability to think critically about how performance or composition may be informed by research and engagement with relevant cultural, musicological and interdisciplinary debates

B4 Demonstrate artistic adaptability via a range of professionally-relevant skills enabling entry into a diverse and competitive music profession, including solo, ensemble, freelance, orchestral and other portfolio specialized skills as appropriate

B5 Demonstrate a sophisticated ability to recognize and identify elements of musical language and expression, including those pertinent to contemporary repertoires, and to reproduce these in notation, the written word, performance, improvisation and stylistic exercises.

C Generic and Graduate Skills - on successful completion of the programme students will be able to:

C1 Work collaboratively, demonstrating professional, personal and interpersonal maturity in negotiation, teamwork and decision-making

C2 Work independently, with a high degree of self-motivation, initiative and (self)-critical awareness, acquiring the insight necessary to undertake appropriate further training (eg. postgraduate study, professional training) and to sustain a career in music

C3 Understand and apply appropriate technologies creatively insofar as they enhance artistic output, competitive presence in the profession and enable cross-disciplinary collaboration

C4 Demonstrate intellectual curiosity, entrepreneurship and creativity, including the ability to make decisions in complex and unpredictable situations and take personal responsibility for learning

C5 Construct arguments in written and verbal form and evaluate them critically, making them relevant to specialist or non-expert audiences as appropriate

C6 Apply relevant skills to other areas besides musical performance/composition, including in outreach/placement work in community and educational settings, and to exercise personal responsibility as a representative of the College and its musical community.

5

1.4 Criteria for Admission What do I need to be considered for admission to the programme?

Applicants will normally be expected to achieve the following minimum requirements before entry to the BMus programme:

BMus (Hons) Four Year FT

a successful audition in the year prior to entry demonstrating a high standard of performance/composition ability and potential, of at least ABRSM Grade 8 standard;

normally be 18 years of age by 31st December in the year of entry;

have achieved GCE A level pass at Grade E or above in a minimum of two different subjects, , and passes in three different subjects at GCSE level (Grades A* -C), or equivalent (see notes);

meet English Language requirements : Applicants who do not speak English as their first language will be required to provide an IELTS certificate demonstrating an appropriate level of English or proof of equivalent capability

Notes: The College will accept recognised equivalents to GCE and GCSE qualifications, such as Scottish or Irish qualifications, BTEC, NVQ, and similar where appropriate and possible. Exceptional applicants without the minimum standard can also be considered on their merits following detailed consideration by the Course Leader or Assistant Course Leader, advised by the V-P (Academic). Equivalence of English Language qualifications shall be determined by reference to UKBA requirements. Any decision to admit an exceptional student who does not meet the minimum age requirement shall be made by the Head of School in liaison with the Head of Registry, who shall take into account and put in place appropriate Child Protection measures. BMus (Hons) Three-Year FT Accelerated Pathway

As well as meeting the standard requirements for the BMus (above), entrants to the three year BMus shall meet the following additional requirements:

passes at GCE A Level (or equivalent) at grade A or A* in at least three different subjects, normally including Music (i.e. AAA at A2);

pass in the Diploma in Music Performance of the ABRSM (DipABRSM), or a Level 4 equivalent, normally in the principal study instrument, to have been achieved by 30 April prior

to September in the year of entry

For those requiring English Language qualification, a pass at IELTS Level 7.0 or equivalent (CEFR C1) normally by 1 April prior to September in the year of entry. RNCM Policy and Procedure for Accreditation of Prior Learning (APL)

i) Applicants/Students who have undertaken study in Higher Education or gained an extensive range of skills and knowledge through their experiences may be awarded credits through Accreditation of Prior Experiential Learning (APEL) or Accreditation of Prior Certificated Learning (APCL).

ii) Credits will only be awarded if the learning outcomes of the course applied for can be successfully mapped to the prior learning.

iii) Where the prior learning was in a European country, the European Credit Transfer System (ECTS) will be the primary means of calculating the number of credits.

iv) No more than 50% of the total credit for any award can be granted through APL. v) Credits awarded through APL will not be graded unless the prior learning was undertaken

at the RNCM. vi) APL can be applied to a whole year of study, not individual units/modules/pieces of work vii) All the credits awarded through APL must be endorsed by the Board of Examiners.

6

1.5 Structure of the Programme What will I study?

1.5.1 Areas of study within the programme

All areas of the programme are designed to be complementary, and to cross-reference one another

wherever possible. For example, Theory and Musicianship 2 involves students choosing a strand of

analysis upon which to focus, that includes strands tailored for individual Principal Study interests (e.g.

song form).

Years 1 & 2:

You will spend at least one hour per week in your one-to-one lesson with your vocal,

instrumental or compositional tutor. This study prepares you for a technical examination in spring

(scales and orchestral extracts for instrumentalists/scales; exercises and quick study for

vocalists, composition according to a specific brief for composers), and a final year performance

in summer. You will take part, and be assessed in, small ensemble performance and rehearsal

during coaching sessions.

Additionally, you will also attend various other classes with your school (Composition, Strings,

Keyboard, Wind, Brass and Percussion, or Vocal), such as masterclasses with visiting

internationally known artists, performance classes, and ensemble training.

You will attend lectures and seminars each week to develop core skills in music theory, music

history, culture and performance, aural and improvisation training.

You will receive weekly tuition in essential skills such as recording and editing, conducting,

musicians' health, teaching skills, and websites, biographies and CVs.

Years 3 & 4:

You will continue with your weekly one-to-one instrumental / composition / vocal lesson.

You will choose up to two specialist areas of study per year from a choice of research electives,

including for example arranging, electronic music, song cycles, Beethoven’s piano sonata, music

psychology, music and gender, film music, jazz theory, and many others. You will also choose

from a wide range of practical or performance electives, including conducting, chamber music,

advanced jazz improvisation, musical theatre performance, song writing, and opera scenes. You

will continue to undertake performance studies (with a focus on recent music in year 3, and a

focus of your choice in year 4).

In year 3, you will complete a placement, for example working with staff and College partners in

the field of music and health, music in schools or arts administration, employment with the Hallé

orchestra, or sound engineering and recording. You will have the option of being part of the

organizing committee for a student festival each year.

In year 4, you will complete an independent creative project, which is designed by students and

supervised throughout the year. Previous projects include organizing a charity concert or music

competition, recording an EP, and undertaking a tour with a musical ensemble or as a soloist.

You will receive lectures in entrepreneurial skills, and are assigned a mentor to advise on your

project.

Along with this tuition, instrumentalists and singers join a variety of college ensembles/opera

cast(s) delivering performances throughout the year. Composers have the opportunity each term

to hear their compositions for any ensemble performed in full at public concerts. You will have

many opportunities to perform as part of your own ensemble(s) or as soloists in a wide range of

concerts and productions.

7

1.5.2 Programme Levels and Qualifications Modules fit into the Framework for Higher Education Qualifications (FHEQ), as follows:

Level/ Year of study

FHEQ Level

HE Qualification

Year 1 FHEQ 4 Certificate of Higher Education (Cert HE)

Year 2 FHEQ 5 Diploma of Higher Education (DipHE)

Years 3 & 4 FHEQ 6 Bachelor’s Degree with or without Honours (BMus or BMus (Hons)) Graduate Diploma (GRNCM)

The BMus (Hons) programme will, for most students, be of four years’ duration, although in exceptional cases there is a three-year accelerated pathway. Successful completion of the first year will entitle the student to a Certificate of Higher Education (Cert HE); after the first and second year a Diploma of Higher Education (Dip HE), and, following the third and fourth year, students will work towards the BMus (Hons) award. The tables below show the Modules that must be passed for the student to be eligible for the award of BMus (Hons), BMus or the interim awards of Certificate of Higher Education or Diploma of Higher Education.

1.5.3 Programme Structure, Content, Credit Framework and Learning Hours

The following table shows the indicative weekly study hours by programme. The weekly learning hours are expressed in terms of an average and are representative of the minimum number of hours required to complete modules successfully at each level; you may routinely undertake additional hours of study via rehearsals, performance opportunities and masterclasses, etc. In addition to the hours stated below, students participate (where relevant according to school) in ensemble activity (orchestra, big band), and have access to RNCM performances.

BMus(Hons) Credits Total Hours

No of weeks module is

taught

Study hours in those weeks when the course runs

Contact hours

Independent study

Year 1

Performance or Composition 1

40 (20 ECTS) 400 30 4 9.33

Techniques 1 20 (10 ECTS) 200 24 2 6.33

Small Ensembles 1 10 (5 ECTS) 100 24 1 3.17

Artist Development 1 10 (5 ECTS) 100 24 1 3.17

Music, Culture and Performance 1

20 (10 ECTS) 200 24 2 6.33

Theory and Musicianship 1

20 (10 ECTS) 200 24 2.5 5.83

TOTAL 120 (60 ECTS) 1200 On average, you will study 40 hours per week (including contact hours and independent study) in

each of the three terms per year

Year 2


40 (20 ECTS) 400 30 4 9.33

Techniques 2 20 (10 ECTS) 200 24 2 6.33

8




20 (10 ECTS) 200 24 2 6.33


20 (10 ECTS) 200 24 2.5 5.83



Year 3


40 (20 ECTS) 400 30 3.5 9.83

Techniques 3 20 (10 ECTS) 200 24 1.5 6.83

Practical or Performance Elective

10 (5 ECTS) 100 24 1 3.17

Performing Contemporary Music

10 (5 ECTS) 100 12 1 7.33

Professional Placement 20 (10 ECTS) 200 30 2 4.67

Research Elective 20 (5 ECTS) 200 24 1.5 6.83



Year 4


60 (40 ECTS) 600 30 3.5 16.50


10 (5 ECTS) 100 24 1 3.17

Performance Studies 10 (5 ECTS) 100 12 1 7.33

Creative Project 20 (10 ECTS) 200 30 2 4.67

Research Elective 20 (5 ECTS) 200 24 1.5 6.83



3 year BMus(Hons)

Credits Total Hours

No of weeks module is

taught

Study hours in those weeks when the course runs

Contact hours

Independent study

Year 1


40 (20 ECTS) 400 30 3.5 9.83

Techniques 2 20 (10 ECTS) 200 24 1.5 6.83






20 (10 ECTS) 200 24 2 6.33


20 (10 ECTS) 200 24 2.5 5.83

9

TOTAL 140 (70 ECTS) 1400 On average, you will study 46.7 hours per week (including contact hours and independent study) in


Year 2


40 (20 ECTS) 400 30 3.5 9.83

Techniques 3 20 (10 ECTS) 200 24 1.5 6.83


20 (10 ECTS) 200 24 2 6.33


20 (10 ECTS) 200 24 2.5 5.83


10 (5 ECTS) 100 24 1 3.17

Performing Contemporary Music

10 (5 ECTS) 100 12 1 7.33

Professional Placement 20 (10 ECTS) 200 30 2 4.67



Year 4

Performance or Composition 4*

60 (40 ECTS) 600 30 3.5 16.50

Practical or Performance Elective*

10 (5 ECTS) 100 24 1 3.17

Performance Studies* 10 (5 ECTS) 100 12 1 7.33

Creative Project* 20 (10 ECTS) 200 30 2 4.67

Research Elective 20 (10 ECTS) 200 24 1.5. 6.83

Research Elective: Independent Research Project*

20 (10 ECTS) 200 24 1.5 6.83



A successful applicant to the three-year BMus, upon meeting the stipulated conditions, will be awarded 60 credits of FHEQ level 4 APCL credit (Principal Study: Performance 1 or Composition 1 and Principal Study: Techniques 1) on account of the achievement of the DipABRSM or equivalent.

The calculation for the classification of an Honours degree in the three-year pathway will observe the same regulations as apply to the four-year BMus (Hons) programme, applied to credit obtained in years two and three of study (normally years three and four). Classification is made on the basis of achievement of credit at level 6 FHEQ only.

The italicised modules reflect those that contribute towards the classification of the degree (three year pathway). Of the italicised modules, those where the credit value is marked * will be weighted at twice the weighting of those unmarked in the calculation of the weighted mark for honours classification.

The content of the Research Electives module (20 credits total, in which students may take either one or two electives) offered at FHEQ level 6, year 3 for the students undertaking the BMus (Hons) in three years is prescribed as ‘Independent Research Project’. This Research elective module attracts twice the weighting of the other Research elective module in the calculation of Honours Classification.

10

1.6 Curriculum Progression: Intended Learning Outcomes for Each Year / Level Year 1 FHEQ Level 4 (Certificate of Higher Education) On successful completion of the Cert HE the student will be able to:

Demonstrate a high standard of practical skills and capabilities relevant to the Principal Study discipline

Demonstrate awareness of a cross-section of relevant repertory in the Principal Study discipline, and the ability to evaluate and interpret it in that context

Demonstrate knowledge of key concepts and principles in the study of historical, philosophical, cultural and social contexts of musical practice

Demonstrate essential knowledge of some key aspects of the music profession, such as musicians’ health, ensemble dynamics, and / or recording and editing and the potential application of these principles in an employment context

Demonstrate awareness of the development of trends and issues in the history of Western music, via the evaluation of notation, tonalities, basic theories and concepts and through practical exploration of these ideas (aural skills)

Perform or compose within a structured and managed environment, exploring repertoire, techniques and establishing a personal style

Evaluate the appropriateness of different approaches to musical texts and performances

Communicate the results of their learning reliably, drawing on practical skills and formulating coherent written arguments, fostering a fundamental awareness of the relationship between theory and practice

Work with peers in rehearsal or seminar group situations, exercising some personal responsibility

Draw on training in techniques including basic recording and editing skills to facilitate self-reflection and review of the learning process in musical performance/composition

Recognise the benefits of taking personal responsibility for learning and progress

Year 2 FHEQ Level 5 (Diploma of Higher Education)

On successful completion of the Dip HE the student will be able to:

Demonstrate an excellent standard of practical skills and capabilities relevant for the modern music industry in the Principal Study Discipline

Demonstrate awareness of a cross-section of relevant repertory in the Principal Study discipline, and the ability to evaluate and critique different approaches to solving its challenges

Apply concepts and solve problems with reference to the broader historical, philosophical, cultural and social contexts for musical practice, and where appropriate, demonstrate how music relates to the other arts, social sciences and sciences

11

Demonstrate developing knowledge of several key aspects of the music profession, such as the art of teaching, ensemble rehearsal and leadership, and / or recording and editing and the application of these principles in an employment context.

Demonstrate an attitude of enquiry into all kinds of music and its performance

Demonstrate understanding of how composers and performers shaped musical material in the history of Western music, via the analysis of notation, tonalities and through practical exploration of these ideas (eg. aural skills)

Employ digital skills as appropriate in relation to their performance/composition activity and self-promotional materials, and understand the potential for further development of these resources

Perform or compose with a well-established technique and an emerging individuality of expression and creative imagination, exploring the development of a rapport with various audience types (specialist and non-specialist)

Appraise established critical positions and undertake analyses of music in its socio-cultural context, proposing solutions to problems arising from that analysis

Demonstrate an emerging artistic independence via a range of professionally-relevant skills, preparing the ground for the acquisition of new and significant responsibilities at level 6/in further training and/or employment opportunities

Communicate effectively as a musician, drawing on practical skills, arguments and analysis and begin to synthesise theory and practice for a range of audiences in written form, performance, original or stylistic composition and improvisation

Work collaboratively, developing interpersonal maturity in negotiation, teamwork and decision-making

Formulate independent ideas and make decisions supported by reflection, self-awareness and developing knowledge of the music profession

Make use of established technologies as appropriate to artistic and proto-professional development

Appraise arguments in written and verbal form, deploying key techniques of the musical discipline effectively for a range of audiences

Apply relevant skills to other areas besides musical performance/composition, and acknowledge personal responsibility for learning and employment prospects

Year 3 & 4 FHEQ Level 6 BMus/BMus (Hons)

On successful completion of the BMus the student will be able to:

Demonstrate the highest possible standard of practical skills and capabilities relevant for the modern music industry in the Principal Study Discipline

Demonstrate awareness of a cross-section of relevant repertory in the Principal Study discipline, and where appropriate, forge new repertory of their own through composition, commission, and / or collaboration

Be able to analyse, manipulate, interrogate, research and create musical ideas, across the areas (‘sub-disciplines’) of the programme, and present and communicate the results fluently,

12

sustaining a cogent and coherent argument (in both written and spoken form) leading, where appropriate, to creative outputs

Devise and sustain arguments, and solve problems with reference to the broader historical, philosophical, cultural and social contexts for musical practice, describing and reflecting critically on particular aspects of current research in the discipline and, where appropriate, demonstrating how music relates to the other arts, social sciences and sciences

Demonstrate systematic understanding of a diverse professional portfolio, including knowledge of the art of teaching, ensemble rehearsal and leadership, and / or the techniques of recording and editing

Plan, research, organise and undertake individual and collaborative projects

Make effective use of open-minded, informed and discerning attitudes to all kinds of music and its performance, for example through work with students on the BMus Popular Music programme and engagement with advanced scholarship, primary and secondary sources and original materials.

Demonstrate understanding of how composers and performers shaped musical material in the history of Western music, via the analysis of notation, tonalities and through practical exploration of these ideas (eg. aural skills)

Employ digital/electronic tools including freeware and specialised programs as appropriate in support of their performance and/or compositional activity and in their engagement with the modern music profession (eg. online marketing, website presence, editing software, live performance and composition with electronics).

Perform or compose with technical surety and musicality to the standards demanded by the music profession

Apply a deep level of personal expression and a highly developed creative instinct to consolidate and extend learning in the principal study area in support of the initiation and implementation of projects and, where appropriate, communication with audiences

Demonstrate an ability to think critically about how performance or composition may be informed by, or lead, research and engagement with relevant cultural, musicological and interdisciplinary debates

Demonstrate artistic adaptability via a range of professionally-relevant skills enabling entry into a diverse and competitive music profession, including solo, ensemble, freelance, orchestral and other portfolio specialised skills as appropriate

Demonstrate a sophisticated ability to recognize and identify elements of musical language and expression, including those pertinent to contemporary repertoires, and to reproduce these in notation, the written word, performance, improvisation and stylistic exercises.

Work collaboratively, demonstrating professional, personal and interpersonal maturity in negotiation, teamwork and decision-making

Work independently, with a high degree of self-motivation, initiative and (self)-critical awareness, acquiring the insight necessary to undertake appropriate further training (eg. postgraduate study, professional training) and to sustain a career in music

Understand and apply appropriate technologies creatively insofar as they enhance artistic output, competitive presence in the profession and enable cross-disciplinary collaboration

Demonstrate intellectual curiosity, entrepreneurship and creativity, including the ability to make decisions in complex and unpredictable situations and take personal responsibility for learning

Construct arguments in written and verbal form and evaluate them critically, making them relevant to specialist or non-expert audiences as appropriate

Apply relevant skills to other areas besides musical performance/composition, including in outreach/placement work in community and educational settings, and to exercise personal responsibility as a representative of the College and its musical community.

13

1.7 Summary; Credits, Levels and Awards 1.7.1 Four Year Programme

Bachelor of Music with Honours: 480 credits: 120 credits at level 4; 120 credits at level 5; 240 credits at level 6

Bachelor of Music (non Honours): 400 credits: 120 credits at level 4; 120 credits at level 5; 160 credits at level 6

Diploma of Higher Education: 240 credits: 120 credits at level 4; 120 credits at level 5

Certificate of Higher Education: 120 credits at level 4

A student who fails or who elects to leave before the completion of the programme is entitled to the awards

of Certificate in Higher Education or Diploma in Higher Education, provided that the requirements for these

awards have been successfully completed. The award of the Pass Degree is conditional upon:

i) the candidate submitting herself/ himself for the examination in all 120 credits which constitute Year 4 of the programme;

ii) the candidate successfully passing the Principal Study 4: Final Performance or Composition Portfolio (BU4PS).

The Certificate of Higher Education, Diploma of Higher Education, BMus and BMus (Hons), at the

discretion of the Board of Examiners, are all available as Aegrotat awards. 1.7.2 Three-Year Accelerated Pathway

Bachelor of Music with Honours: 480 credits: 60 APCL credits at level 4, 60 credits at level 4, 120 credits at level 5, 240 credits at level 6

Bachelor of Music (non-Honours): 400 credits: 120 credits at level 4, 120 credits at level 5, 160 credits at level 6

Diploma of Higher Education: 240 credits: 120 credits at level 4, 120 credits at level 5

Certificate of Higher Education: 120 credits at level 4

The award of the Pass Degree is conditional upon:

i) the candidate submitting herself/himself for the examination in all 140 credits which constitute Year 3 of the programme;

ii) the candidate successfully passing the Principal Study 4: Final Performance or Composition Portfolio (BU4PS).

The Certificate of Higher Education, Diploma of Higher Education, BMus and BMus (Hons), at the discretion of the Examination Board, are all available as Aegrotat awards.

14

1.8 Teaching and Learning Methods How will I learn?

Teaching methods aim to support the learning needs of all students. The essential specialist

training for performers and composers is necessarily one-to-one, complemented and supported

by performance classes, masterclasses and small ensemble coaching. Alongside Principal

Study tuition students attend lectures (for Music, Culture and Performance 1 and 2, Artist

Development 1 and 2, Research Electives, Performing Contemporary Music and Performance

Studies), and seminars (for Music, Culture and Performance 1 and 2, Artist Development 1 and

2, Research Electives, Performing Contemporary Music and Performance Studies, and Theory

and Musicianship 1 and 2). Further learning is facilitated by instrumental/vocal teaching

observation and critique in small groups (for Artist Development 2), and group teaching of

conducting skills (for Artist Development 1).

Teaching methods are varied and allow for students to learn in numerous different contexts in

each year and module of the programme. Most modules include more than one of the teaching

methods listed above and require in addition that students take responsibility for their own

learning, time-management and practice and reading/listening between lessons and classes.

Additionally, the virtual learning environment (VLE) is used to support all areas of study, and

includes supporting materials, details of each module, structure and assessment, and video

capture of some lecture content. The VLE is also the repository for student assignment

submissions and the return of feedback. Furthermore the VLE links directly to the library

resources and MyAthens content, facilitating research and enabling ready access to materials

set by tutors for preparation in advance of small group seminars.

1.9 Assessment How will I be assessed?

Assessment methods are designed to develop and evaluate various skills in all students, but

also to allow them to use the variety of methods of assessment available to them to shape their

study in later years of the programme. Assessment is also closely linked to feedback

mechanisms, providing students with the opportunity to enhance their learning by acting on

constructive criticism and appraisal given in the context of all modules, both formatively and in

relation to summative, credit-bearing assessments.

Students constantly receive informal feedback on their progress in each Principal Study lesson,

performance classes and in many seminar groups. For formal assessments, students receive

feedback within three weeks of submission or performance, and often sooner in the case of

performance and techniques assessments. All feedback for written submissions is uploaded to

the virtual learning environment following moderation by the module co-ordinator/Course

Leader. Feedback from presentations or performances may be hand-written or typed, and is

collected from Registry or deposited in student pigeonholes.

15

Assessment methods are diverse, and include the following:

Live performance assessment (for all Principal Study and Techniques modules and many Practical or Performance Electives)

Written assessment (for Music, Culture and Performance 1 and 2, and Research Electives)

Reflective portfolio (part of the assessment for Professional Placement and Creative Project and part of the assessment for Artist Development 1)

Presentation (for Performing Contemporary Music and 4, and as an option in Research Electives)

Video blog (part of the assessment for Professional Placement)

Website (part of the assessment for Artist Development 2)

Arrangement (Theory and Musicianship 2)

Written exam (Theory and Musicianship 1)

Aural, Rhythm and Improvisation practical assessment (Theory and Musicianship 1 & 2)

The assessment regulations for the College are contained in the Academic Regulations.

2 Progression and Assessment Regulations

The pass mark throughout the programme is 40%

To progress from Years 1 to 2 and Years 2 to 3 the student must have successfully completed 120 credits at FHEQ Levels 4 and 5 respectively

A student may progress from Year 3 to 4 trailing failure in up to 30 credits (but that student will only be eligible for the BMus non-Honours award)

There is no element of compensation for this programme

For the four-year pathway, module marks from Years 3 and 4 (in the ratio 1:2) contribute to the final degree classification

The degree classification is based upon both a) the student’s overall performance at FHEQ Level 6 (Years 3 and 4), being an average of marks from modules weighted according to their credit-rating and b) the student’s best performance at FHEQ Level 6 in a proportion (50%) of the classification credits

Summary of marks and their interpretation for honours degree classification: First Class: 70% or above Second Class Division I: 60% and above but less than 70% Second Class Division II: 50% and above but less than 60% Third Class: 40% and above but less than 50%

Fail: less than 40%

16

2.1 Curriculum Map against Intended Learning Outcomes of the Programme – Degree A curriculum map measures each module against the skills that are developed and formally assessed in it, as articulated through the programme learning outcomes. Music making at the highest level is a complex synthesis of knowledge, understanding and skills with intellectual, physical, and creative activities. The stimuli for the most outstanding musical achievement are neither readily definable nor consistently applicable within a programme structure. This curriculum map is intended to demonstrate where the broad programme outcomes are being developed (D) and assessed (A) within the course. It is also intended to be a tool for prospective and current students to enable them to monitor their learning and personal and professional development. It will, however, only partly reveal the essence of the individual musician’s artistic and personal experience and maturation. Please note that all skills that are developed are assessed in the programme. However, in some modules, skills are developed but not assessed, then further developed and assessed at later stages of the programme.

All modules are Core

2.1.1.1.1.1.1.1.1 Knowledge and Understanding Specialist Subject Skills Generic and Graduate Skills

Module Title A1 A2 A3 A4 A5 A6 A7 A8 A9 B1 B2 B3 B4 B5 C1 C2 C3 C4 C5 C6

Principal Study: Performance 1 or Composition 1

D/A D/A D D D D D D/A D/A D D/A D D D/A D/A

Principal Study: Techniques 1 D/A D/A D D D/A D/A D/A D D D/A D

Small Ensembles 1 D/A D/A D/A D/A D/A D/A D/A D/A D/A D D/A D/A D/A D/A D/A

Artist Development 1 D/A D D D/A D/A D/A D/A D/A D D

Music, Culture and Performance 1 D D/A D/A D/A D/A D/A D/A D/A D/A D/A D D/A D D

Theory and Musicianship 1 D/A D/A D/A D/A D/A D/A D/A D D D D/A D/A D/A D D


D/A D/A D D D D D D/A D/A D D/A D D D/A D/A

Principal Study: Techniques 2 D/A D/A D D D/A D/A D/A D D D/A D

Small Ensembles 2 D/A D/A D D/A D/A D/A D/A D/A D/A D/A D/A D/A D/A D/A D/A D/A

Artist Development 2 D D D D D/A D/A D/A D/A D/A D/A D/A D/A

17




Music, Culture and Performance 2 D/A D/A D/A D/A D D/A D/A D/A D/A D/A

Theory and Musicianship 2 D/A D/A D/A D D/A D/A D/A D/A D/A D/A D D D/A D/A D D/A D


D/A D/A D/A D/A D/A D/A D/A D D/A D/A D/A

Principal Study Techniques: 3 D/A D/A D D/A D/A D/A D D/A D

Practical or Performance Elective D/A D/A D/A D/A D D/A D D D/A D D/A D/A D/A D/A

Performing Contemporary Music D/A D/A D/A D/A D/A D D/A D/A D/A D/A D/A D/A D/A D/A

Professional Placement D/A D/A D/A D/A D/A D/A D/A D/A D/A D/A D/A D/A

Research Elective D/A D/A D/A D/A D/A D/A D/A D/A

Principal Study 4: Final Performance or Final Portfolio

D/A D/A D/A D/A D/A D/A D/A D/A D D/A D/A

Practical or Performance Elective D/A D/A D/A D/A D D/A D D D/A D D/A D/A D/A D/A

Performance Studies D/A D/A D/A D/A D/A D D/A D/A D/A D/A D/A D/A D/A D/A

Creative Project D/A D/A D/A D/A D/A D/A D D/A D/A D/A D/A D/A D/A D/A

Research Elective D/A D/A D/A D/A D/A D/A D/A D/A

Key for cells

D = skills are taught, or developed by students within this module

A = skills are formally assessed within this module

18

2.2 Curriculum Map against Intended Learning Outcomes Of The Programme – Certificate Of Higher Education





D/A D/A D D D D D D/A D/A D D D D D D

Principal Study: Techniques 1 D/A D/A D D D/A D/A D/A D D D D D

Small Ensembles 1 D/A D/A D D/A D/A D D D/A D/A D/A D D D D/A D D D

Artist Development 1 D/A D D/A D D D D/A D D

Music, Culture and Performance 1 D/A D/A D D/A D/A D D D

Theory and Musicianship 1 D D/A D D D D D D/A D D D/A D D

Key for cells



19

2.3 Curriculum Map against Intended Learning Outcomes of the Programme – Diploma of Higher Education





D/A D/A D D D D D D/A D/A D D/A D D D/A D

Principal Study: Techniques 1 D/A D/A D D D/A D/A D/A D/A D D D/A D

Small Ensembles 1 D/A D/A D D/A D/A D D/A D/A D/A D/A D D/A D D/A D/A D D/A

Artist Development 1 D/A D D/A D/A D/A D/A D/A D D

Music, Culture and Performance 1 D D/A D D/A D D D D/A D D/A D/A D D/A

Theory and Musicianship 1 D/A D/A D D/A D/A D/A D/A D D D D/A D/A D D D


D/A D/A D D D D D D/A D/A D D/A D D D/A D

Principal Study: Techniques 2 D/A D/A D D D/A D/A D/A D/A D D D/A D

Small Ensembles 2 D/A D/A D D/A D/A D/A D/A D/A D/A D/A D/A D/A D/A D/A D/A D/A D D/A

Artist Development 2 D D D D D/A D D/A D/A D D/A D/A D D D/A D/A D D/A D/A

Music, Culture and Performance 2 D/A D D/A D D D D/A D/A D D/A

Theory and Musicianship 2 D/A D/A D D D/A D D/A D/A D/A D/A D/A D D D/A D/A D D D

Key for cells



20

3 The Learning Environment

Students have access to a wealth of resources to help support their studies, including: • Over 70 tutorial and individual practice rooms, including three brand new soundproof practice

pods, and more than 120 pianos • Asimut, a state-of-the-art online room booking system • An IT Studio with PCs with Sibelius software • Composition students have access to a suite of new iMac machines in the Composition Labs • RNCM Moodle, the College’s virtual learning environment • Wi-Fi hotspots inside the College • A professional recording department which offers student recording services and AV

equipment loan • A richly-stocked award-winning library with an impressive range of materials and online

resources RNCM Library The RNCM Library has a wide range of materials to support learning, research and performance, and is a key resource for all areas of the degree programme. Our knowledgeable library staff have vast musical expertise and will help students to make the best use of the resources available. Students have access to over 90,000 catalogued items of books and printed music, 96 current journal titles, a significant collection of CDs and DVDs and the College’s own archive of recordings. Students also have online access to e-books, databases, selected journals and audio-visual streaming services, as well as the use of PCs with music software, listening stations and a viewing area. Students are encouraged to make use of the library’s archives and special collections: the RNCM Archives are of international importance, and the RNCM Collection of Historic Musical Instruments consists of over 300 instruments, bows and miscellaneous items dating from the 16th to the 20th century. Students rehearse and perform in state-of-the-art venues. The RNCM recently invested more than £7 million to redevelop the RNCM Concert Hall, and to accommodate the College’s diverse teaching, study, rehearsal and performance activities. The College’s four main performance venues are: • A 744-seat redeveloped RNCM Concert Hall, a unique octagonal performance space housing a Hradetsky Four Manual Concert Organ, advanced technical facilities and lighting, new flooring and seating, a balcony and raised floor area • The 672-seat RNCM Theatre, one of the largest performance and recording spaces in Manchester, which benefitted from the redevelopment programme with a reconfigured backstage area to provide a professional learning environment at industry standard • The 117-seat Carole Nash Recital Room, a modern performance space with high quality acoustic properties and on-site recording studio • The 150-seat Studio Theatre, a versatile studio space that offers a variety of set ups including theatre style and in the round

3.1 Student Support and Development What personal, academic and professional support will I receive?

The following network of academic support is available to students:

V-P (Academic): responsible for the overall education and training of undergraduate students at the RNCM. Supported by the Head of Undergraduate Studies

Heads of Principal Study Schools: responsible for the education of discipline-specific training of students in Principal Study.

Course Tutors/Principal Study Tutors: providing contact teaching in much of the programme.

21

Module Co-ordinator: responsible for the maintenance of the module. Learning Support Tutor: responsible for providing additional academic support and

guidance to students with a disability. Language Tutor: responsible for providing support to students for whom English is not

the first language.

All students receive an induction programme in the week prior to teaching commencing including the following:

Advice on learning support An induction into the Library and IT facilities

Guidance on Health and Safety (including an introduction to Alexander Technique) Registration

International Student meetings

Performance opportunities

Student Mentoring scheme (for new students)

Pastoral/Health Care: the College has a Counselling Service and a Student Welfare Advisor devoted to the welfare and wellbeing of students. The College employs a team of Alexander Technique teachers.

Full details of the support you will receive during your programme are contained in the Student Information Handbook.

All students will attend annual individual meeting(s) with their Head of School and Head of Programme to review progress and provide an opportunity to feedback on their student experience, as well as ask any questions they may have. Such meetings add to the efficient communication between Principal Study School and the Programme Teams in respect of studentships, and help to put additional support in place where it is needed.

The Head of Undergraduate Programmes, and Assistant Head of Undergraduate Programmes make provision for at least one open office hour per week. These are open to any UG student who requires advice, whether in relation to their studies and progress or on a particular matter. You can also request an appointment by email. For advice in relation to a particular module, the module coordinator is normally the first person to approach, followed by the HUP (for matters relating to years 3 and 4) and AHUP (for matters relating to years 1 and 2)

3.2 Equal Opportunities

In keeping with the College’s commitment to and policy on equal opportunities, this programme:

is offered to students with no discrimination in terms of race, age, gender, sexual orientation or family circumstances. Where possible every effort is made to accommodate students with special needs as a result of disability or socio-economic disadvantage.

will, where appropriate, cover issues of equality of opportunity within the curriculum.

uses a range of learning and teaching methods in recognition of the diversity of students’ preferred learning methods and communicative skill strengths.

uses a range of assessment methods with due care to the needs of different groups. Where individuals are unable to partake of particular activities or modes of assessment due to their circumstances special arrangements will be made where possible to accommodate their needs fairly.

aims to ensure that every effort is made to provide learning spaces accessible to students with disabilities and to support them throughout their programme.

programme specification bachelor of music with honours (bmus … · programme specification...

Documents