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Course Specification (Undergraduate) Part A: Course Definition

Please complete this template for each course that is to be validated.

School (For integrated joints this should be the managing School)

Faculty of Arts, School of Performing Arts

For Integrated Joint Courses only State the subject areas and schools involved.

Course Code

MU004J01UV MU004J31UV

Name of Final Award / Course

BMus (Hons) Music and Popular Music

Name(s) of any Intermediate Award(s)

Dip HE Music and Popular Music Cert HE Music and Popular Music BA Music and Popular Music

Course type (Please tick )

U/G Specialist HND / HNC

U/G Integrated Joint Integrated Masters

Foundation Degree Other

Previous Course Title (if this replaces a course)

BA (Hons) Music

UCAS/other agency code(s)

W300

Closed course

No

Source of Funding (Please tick or name other)

HEFCE NHS TTA

Other:

Mode of delivery

Tick all that apply:

Full-time Part-time (evening)

Sandwich Part-time (day/evening)

Block Delivery Distance Learning

Part-time (day) CPD

Location of delivery

Tick all that apply:

City Burton

Compton Collaborative (complete next section below)

Walsall

Telford

Name of Collaborative Institution

Type of Collaborative Institution

(Insert appropriate code from below)

Collaborative arrangements

(Choose from the three options below)

Proposed start date

Collaborative arrangements options:

1. Off-site delivery by UoW staff 2. Off-site delivery by Partner staff (UK only)

3. Support delivery by UoW and Partner staff

HESA codes for type of Collaborative Institution(s):

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Large private company 1000 NHS 6000

Small or medium enterprise (SME) 2000 Other public sector organisation 7000

Overseas education provider 3000 Charity 8000

Other UK education provider - private 4000 Other 9000

Other UK education provider – public sector 5000 Multiple collaborators of different types 9900

Dates for student intakes for non-standard semester dates Complete the following table for proposed intakes - N.B. e.g. Intake 1: Nov. 2010.

Start date End date Location of delivery Notes

Intake 1:

Intake 2:

Intake 3:

Academic Regulations

Where it is proposed that the course be exempt from any University Regulations, include the details here (please note: If the proposed course regulations deviate in any way from current University Academic Regulations then a rationale must be presented to the Academic Registrar for approval by Academic Regulations Sub-Committee before validation proceeds).

AFRSC 14/38.3 A.3.7. Exemption to permit 40 credit year-long modules at levels 4 and 6 and extend delivery of some 20 credit module to year-long mode. 4MU046 Inside Music (40 credits) 4MU049 Materials of Music (40 credits) 6MU025 University Ensembles (40 credits) 6MU027 The Professional Project (40 credits) APPROVE subject to conditions Offer the following modules as shell modules and for these modules to count towards differentiation: 4MU045 (20 credits) 4MU015 (20 credits) 4MU010 (20 credits) 5MU026 (20 credits)

Assessment Board & External Examiner arrangements

Name the Award Board for this Course School of Performing Arts External Award/Progression Board

Name the Module Results Boards that will consider module results from this Course

School of Performing Arts External Module Results Board

Are you proposing to use existing external examiner arrangements? If so, state the name of the External Examiner and the names of the assessment boards to which they are currently appointed.

Yes Helen Minors School of Performing Arts External Module Results Board

New and/or additional external examiner required (include any implications for existing module results and award board structures)

NA

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Course Specification (Undergraduate) Part B: Course Specification

1 Title of Course (Final award title)

BMus (Hons) Music and Popular Music

Course Code MU004J01UV MU004J31UV

2 Awarding Institution University of Wolverhampton

3 Educational aims of the course This section is to be written for students and potential students as it will be used in marketing materials and course guides.

The BMus (Hons) Music and Popular Music degree at the University of Wolverhampton aims to develop your musical creativity, and help you to acquire the skills needed to become a versatile and practical musician. This course stimulates your innate love of music, explores and identifies what music is, what music does, and what music means and provides a structured approach to your career progression as a performer, composer, technologist, teacher or academic. During your three years at the University of Wolverhampton you will experience practical modules which are designed to enhance your natural musical skills and ability. With a clear emphasis on Making, Understanding, Shaping and Experiencing music you can expect to study composition in a range of styles from Western Art Music to Songwriting, and performance in different ensembles as well as developing your own technique as an instrumentalist and solo performer. The latest music technologies will help you to discover your creativity and will enable you to express it and disseminate it more widely. In addition research and analysis modules will enable you to understand musical structures and will stimulate academic discussion and debate as well as developing your communication skills through essays, presentations and electronic media. All of these skills will be brought together in professional development modules which will help you to identify and follow your chosen career. Members of staff of the Music Department are all actively involved in research, performance and composition at a regional, national and international level and their expertise and enthusiasm will assist you in becoming a professional musician. They will encourage you to explore new fields of music and stimulate your interest and love for the subject. Our proximity to Birmingham allows you to participate actively in its many cultural events such as Artsfest, the UK’s largest arts festival, the International Jazz Festival, the Early Music Festival and The Mela Festival, amongst others.

4

Reference points To include consideration of professional body requirements and QAA Subject Benchmarks. This section is to inform students of the national reference points for their course and will be made available through the Course Guide.

QAA Music 08 Benchmark Framework for Higher Education Qualifications (FHEQ) Equality Act 2010 School documents:

University Strategic Plan

School Operating Plan

School Assessment Handbook

School AMR process

School Equality Policy

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5

Professional, Statutory & Regulatory Bodies (PSRB) This section is to be written for information of the student and should be made available through the Course Guide. Give name of PSRB and outline the level of accreditation and relationship with the PSRB and any specific details relating to the implications of Professional requirements that students need to be informed of, such as requirements for attendance and professional practice; or state NOT APPLICABLE.

N/A

6 Entry requirements To include any provision for APL and English competency standards.

Students of music who seek to work in schools or where there are vulnerable people must undertake a DBS check. Students failing this important protection of young and vulnerable people will be unable to take this award. You are strongly advised to bring a DBA check with you at the start of this programme or MUST pay and undertake this process at the university. If you fail a DBS check you will not be able to participate in the full award. For Level 4 entry:

240 UCAS points including a minimum of 160 points from two full 6-unit awards or one full 12-unit award.

You should have one full 6-unit award in music or a music-related subject.

You should have GCSE English and Maths at Grade C or above (or equivalent).

You should possess a high standard of performance on your main instrument and music theory knowledge. You are required to pass an interview, audition and music theory test. The International student language minimum requirement is IELTS level 6. For Level 5/6 entry: We look at a full range of experience and qualifications when considering direct entry to levels 5 or 6. If you are over 21 and/or have significant work experience then we may be able accredit you for your prior learning (APL). Please refer to our information on general entry requirements at http://www.wlv.ac.uk. DIPLOMAS Entry to level 4 may be given to all UK 14-19 'Diploma in PERFORMING ARTS’ students who complete and pass 180 UCAS points. Advanced entry to level 5 may be given to all UK 14-19 Advanced 'Diploma in PERFORMING ARTS’ students who complete and pass 450 UCAS points where this incorporates the agreed university HEI ASL, or provide evidence for Accredited Prior Learning for specific modules in the award. CRB Students of MUSIC and POPULAR MUSIC who seek to work in schools, with young people or where there are vulnerable people must undertake a CRB check. Where this occurs within your award you MUST pay for and undertake this process at the university. The Faculty has a procedure in place to enable students to align themselves with the process. Students who fail to comply with the CRB process may not be able to participate in the full named award. A previously obtained DBS check cannot be used in place of the university DBS system.

7 Employment and further training opportunities Explain the range of potential careers or further study that may be accessible to successful students. This information should reflect that published in the prospectus and on UCAS.

The BMus in Music will provide a breadth of practical skills and facilitate your involvement in a wide range of musical styles and contexts. This may lead you into performance work as an instrumentalist or singer, or perhaps as leader or conductor of groups in professional, community or educational settings. You may develop your creative skills towards work as a songwriter/composer or workshop facilitator aimed at encouraging others to explore music, or prefer to

http://www.wlv.ac.uk/entry

http://www.wlv.ac.uk/

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work behind the scenes in music publishing and journalism or agencies, marketing and logistics. The opportunities and activities that you will undertake during your studies will enable you to explore new and existing areas of interest and find avenues to pursue and apply these in your future career in Music.

8

Course Learning Outcomes (Maximum of six) Complete the sections below as appropriate. If the course also has interim awards either accept the generic learning outcomes listed or delete them and write course specific learning outcomes. If this course does not include some or all of the interim awards listed, they should be noted as N/A.

Certificate in Higher Education

At the end of level 4 you, the student, will be able to:

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

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

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

4. Communicate the results of your study/work accurately and reliably, and with structured and coherent arguments

5. Demonstrate the qualities and transferable skills necessary for employment requiring the exercise of some personal responsibility

Diploma in Higher Education


1. Demonstrate knowledge and critical understanding of the well-established principles of your area(s) of study, and of the way in which those principles have developed with an understanding of the limits of your knowledge, and how this influences analyses and interpretations based on that knowledge.

2. Demonstrate the ability to apply underlying concepts and principles outside the context in which they were first studied, including, where appropriate, the application of those principles in an employment context

3. Demonstrate knowledge of the main methods of enquiry in the subject(s) relevant to the named award, and ability to evaluate critically the appropriateness of different approaches to solving problems in the field of study

4. Use a range of established techniques to initiate and undertake critical analysis of information, and to propose solutions to problems arising from that analysis

5. Effectively communicate information, arguments and analysis in a variety of forms to specialist and non-specialist audiences, and deploy key techniques of the discipline effectively

6. Demonstrate the qualities and transferable skills necessary for employment, requiring the exercise of personal responsibility and decision-making and undertake further training, developing existing skills and acquire new competences that will enable them to assume significant responsibility within organisations.

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BA non-Honours Degree

At the completion of 60 level 6 credits you, the student, will be able to:

1. Apply analytical, critical and creative skills to music, popular music and music technologies 2. Have in-depth knowledge and understanding of the history, theory, and global and cultural context of music, popular music and music technologies 3. Show the attributes of an enterprising, professional musician 4. Demonstrate a sound practical ability on your principal instrument or voice 5. Become an adaptable and flexible musician with the ability to work with digital technologies 6. Have confidence in communicating effectively using a range of media

BA Honours Degree


1.Apply analytical, critical and creative skills to music, popular music and music technologies 2. Use your knowledge and understanding of the history, theory, and global and cultural context of music, popular music and music technologies 3. Apply and reflect on the attributes of an enterprising, professional musician 4. Demonstrate an excellent practical ability on your principal instrument or voice 5. Conduct yourself as an adaptable and flexible musician with the ability to work at the forefront of digital technologies 6. Communicate effectively and professionally, using a wide range of media

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9. Indicative Course Structure Each box represents a 20 credit module unless you indicate otherwise. Module titles should be meaningful and indicate the focus of the module. Try to avoid numbering modules e.g. Research 1, Research 2 etc. Within each row include the module code, module title and credit value of each module. Add an additional row for each option module.

Level 4 (1)

Semester 1 Semester 2

C 4MU045 Technology in Performance

20

C 4MU046 Inside Music

40

C 4MU010 Music theory: essential concepts

20

C 4MU014 Musicianship Skills

20 C 4MU015 Performance Workshop

20

Level 5 (2)


C 5MU009 The Working Musician

20

C

5MU026 Styles and Genres

20

C 5MU046 Music and Ideas

20

Select ONE of the following year long options:

O 5MU010 Invention and Creativity in Music

20

O 5MU011 Songwriting

20

C 5MU049 The Studio Musician

20

C 5MU013 Performance Leadership

20

Level 6 (3)


C 6MU027 The Professional Project

40

C 6MU025 University Ensembles

40

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Choose ONE of these options (20 credits each) 1 in semester 1 and 1 in semester 2

O 6MU005 Music in its Cultural Context 20

O

6MU004 Music for Image

20

O 6MU012 Untold Stories 20

O

6MU010 Employability and Enterprise in Music

20

O 6MU003 Songwriting Analysis

20

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11

Assessment methods Describe the types of assessment (formative and summative) students will experience to demonstrate achievement of the learning outcomes. Show how the assessment tasks progress in terms of the challenge they experienced at each level.

In the Music Department students essentially recreate music (play/produce), create new music (compose/write songs) and analyse music (write about it) and they repeat this process constantly for three years, steadily engaging in tasks which are carefully designed to develop and stretch them over the course of three years. Formative and summative assessment tasks in practical music making, creative projects and aural/listening tests are measured against highly developed criteria that take into consideration technique, style, musicianship and context. Challenges increase in terms of complexity (Associated Board level), overall difficulty, musical understanding, quality of programme, artistic demands, expressive demands, length of performance and performance venue. The range of contexts in which performance can be assessed vary; indicators of vocal/instrumental facility/factors consistent with an interpretation of authority/the totality of the playing, its impression on the audience, or what the student/s did to make the event an occasion are all factors which are taken into account.

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Learning Activities Please list the learning activities that will support the achievement of the learning outcomes. You should address the three graduate attributes and include coverage of each of the blended learning entitlements, employability skills and work-based learning where appropriate.

A student studying an Honours Degree in Music will typically experience a range of learning activities drawn appropriately from the following:

seminars or other forms of small-group discussion, sometimes involving individual or group student presentations to develop oral presentation, negotiation and communication skills

other forms of small-group teaching and learning in which students have the opportunity to work together as a team (for example, a joint technology or performance project)

one-to-one interaction, particularly supporting the development of self-direction, intellectual independence and research skills through dissertations, analysis and individual projects, and the development of creative skills through composition and performance

lectures that stimulate thought, discussion and debate, and which encourage further reading, listening and research by which students can extend their own knowledge and understanding

individual or small-group vocal or instrumental instruction, developing experience of repertoire, techniques of performance, musicianship, interpretation and presentation, often under the guidance of professional practitioners

corporate performance activity, groups ranging in size from small ensembles to large choirs and orchestras, developing teamwork and leadership skills

workshops and master classes, normally addressing the acquisition of creative skills and techniques within a group context, and often benefiting from the experience of visiting specialists

peer learning where students discuss critically their colleagues' work, usually performances or compositions

writing (essays, learning journals, concert reviewing etc) as a means of developing research techniques, acquiring knowledge, and presenting ideas and arguments in written form

practical exercises, usually connected with the development of creative, analytical and aural skills

independent learning, whether as directed reading and listening related to essay writing or dissertation/project work or as practice for developing creative skills

studio or laboratory work, including hands-on experience in the use of electronic equipment for composition and/or recording, and for various forms of empirical work

use of computer-assisted learning, of email for discussion groups or tutorial supervision, and of other forms of ICT

External placements, often with a vocational slant, such as work experience in schools and arts organisations.

fieldwork projects, where students study a musical culture in situ, by such methods as attending, observing and participating in events, and interviewing performers, patrons or listeners

A wide variety of non-assessed curricular activities, especially those involving the participation in or attendance at performances.

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Production work and tasks in music technology, similarly, are designed to develop incrementally in accordance with the level of study and the precise nature of the task. Composition and Songwriting tasks are measured against highly developed criteria, which take into consideration materials, development of materials, structure, instrumentation (timbre) and texture, notation and presentation. The range of contexts in which work can be assessed varies; how well the initial materials are shaped, how the initial materials are extended and combined, the balance of all the musical elements within a coherent form, writing appropriately for instruments within a variety of textures, the neatness of the score and completeness of its notation. Written assignments build incrementally year on year whether in depth, volume or changing from more group based to individual content. For BMus (Hons) Music and Popular Music students will undertake the following formative and summative assessments:

Practical examinations in which students demonstrate their technical and interpretative skills in performance, including set works and/or prescribed studies and technical exercises as well as own choice items. The programme of music is normally agreed with tutors in advance. Students are expected to show an awareness of stylistic issues. Practical examinations may involve individuals or groups and may be held in public.

Creative projects, often assessed by a mixture of continuous assessment, documentation and final presentation/performance, and especially relevant for interdisciplinary work (for example music in combination with theatre, dance, video etc).

Aural examinations assessing the ability to recognise by ear and to notate sounds, in a wide range of contexts.

essays and other coursework which enable students to display a broader knowledge of subject matter than in examination papers and test their ability to investigate a topic and organise their material and ideas to a prescribed deadline.

Dissertations, individual projects and portfolios as products of advanced understanding, knowledge, research skills and/or creative achievement oral presentations testing presentation and communication skills in an individual or group situation.

Peer assessment in which students present work - usually performances or compositions - for group discussion and critique, thereby developing students’ abilities to formulate criteria for judgement, and to express their thoughts verbally.

Self-assessment demonstrating students' abilities to evaluate their work objectively and to identify their own strengths and weaknesses.

Reports on external placements.

12 Support for Learning Explain what kinds of support will be available for learning. Include examples of generic support and any specific support available through the course. How are academic study skills developed in the curriculum?

The BMus in Music and Popular Music has been designed to develop the skills of a practising musician and so includes individual and small-group tuition on an instrument or voice. This will enable you to plan your development alongside a professional musician who can offer experience and close contact with the music industry. All of the essential learning materials are made available through the University’s Virtual Learning Environment to enable you to engage with your learning off-campus and at any time. This is complemented by an on-line skills development website that provides advice and guidance on a wide range of academic skills and processes. Academic study skills are supported through three School-wide modules, which start by developing academic skills at level 4, moving to more formal research methods at level 5, and culminating in the application of study skills to significant work-related and career-related activities in The Professional Project at level 6. The level 4 Academic Skills module is designed to prepare you for your study at university and to provide advice and guidance on fundamental aspects of University study, including communications skills, personal development, and the use of feedback from assessments. More personal support is available through the Learning Support Tutors available through the Learning Centres and you

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will have a personal tutor to support your academic work. The Music Technician provides an invaluable service in supporting your technical needs during your study whilst the University also offers a counselling service to support students with personal matters that may affect their studies.

13 Any Distinctive Features of the course This section should be used to explain to a student the unique or special aspects of this course. Why should a student study this course as opposed to a similar one at another institution?

The Wolverhampton BMus has a strong focus on practical performance-based work and you will create and recreate music in equal measure. You will perform in a range of ensembles including Choir and Orchestra as well as in smaller instrumental popular music and contemporary performing groups; these are renowned features of the course and we have significant feedback from former students testifying to the quality of experience gained. We are very proud of our excellent, well-established team of visiting musicians, who contribute to the programme. As a provider of HE degree study, we consider the challenges you face as a learner in the 21

st century and provide flexible

study patterns to suit you. You will meet interesting people and make long-lasting musical friendships and the course will broaden your horizons for lifelong learning. We continue to develop state of the art facilities which will greatly enhance your learning experience. The Performance Hub provides facilities, designed to nurture talent and allow you to gain relevant work experience in the Creative Industries. Open for community use as well as the University, the building will complement and enhance the performing arts facilities currently available on the Wolverhampton City campus.

14 Overview of Assessment of Course Learning Outcomes in core and option modules

In column 1 note the module codes listed above. The purpose is to demonstrate that all the course outcomes are assessed in the course. Use the table below to identify:

which core or option modules will assess which learning outcomes. Please tick as appropriate

which assessment methods are being used.

Level 4 Module Codes

CertHE CLO 1

CertHE CLO 2

CertHE CLO

3

CertHE CLO 4

CertHE CLO 5

4MU010

4MU014

4MU015

4MU045

4MU046

Level 5 Module DipHE DipHE DipHE DipHE DipHE DipHE

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Codes CLO 1 CLO 2 CLO 3 CLO 4 CLO 5 CLO 6

5MU009

5MU010

5MU013

5MU026

5MU049

5MU011

5MU046

Level 6 Module Codes

BMus

CLO 1

BMus

CLO 2

BMus

CLO 3

BMus

CLO 4

BMus

CLO 5

BMus

CLO 6

6MU027

6MU004

6MU025

6MU005

6MU010

6MU012

6MU003

MU004J01 & MU004J31

Learning and teaching methods

HEFCE requires that the University’s Key Information Set (KIS) indicates the proportion of time in each year of study that students can expect to engage in the following activities (express as a percentage for each level).

Scheduled learning and teaching activities (including lectures, seminars, tutorials, dissertation meetings, demonstration, practical workshops, fieldwork, external visits, work-based learning);

Guided independent learning;

Placement and study abroad

Course code :

MU004J01

MU004J31

Scheduled learning and teaching activities

Guided independent learning

Placement and study abroad

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Level 4 24 76 0

Level 5 22 76 2

Level 6 23 77 0

Assessment methods

HEFCE requires that the University’s Key Information Set (KIS) indicates the proportion of summative assessment in each year of study that will derive from the following:

Written exams

Practical

Coursework

Course code :

MU004J01

MU004J31

Written exams Practical exams Coursework

Level 4 17 0 83

Level 5 0 12 88

Level 6 0 0 100

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