Senior Lecturer - Music

Music with Foundation Year - UH-000992

<ul>
<li>DDE at A' Level</li>
<li>64 UCAS tariff points from a combination of Level 3 qualifications.</li>
<li>Pass at T Level with D or E grade on core.</li>
<li>MPP in BTEC Level 3 Extended Diploma.</li>
<li>Access to HE Diploma with 45 Level 3 credits at Merit.</li>
<li>64 UCAS tariff points from International Baccalaureate qualification.</li>
<li>Other suitable skills or experience will be considered.</li>
<li>If you were educated outside the UK, you are required to have International English Language Testing System (IELTS) at a score of 6.0 with a minimum score of 6.0 in writing and a minimum of 5.5 in any single component</li>
</ul>

UH-000992 - Music with Foundation Year

Foundation Core

Foundation Level

Sandwich Year Out Optional

Sandwich Year Out

Students take 80 credits of core modules 

Intermediate Core

Choose 40 credits from a list that may include 

Intermediate Optional 

Intermediate Level

Choose 40 credits from a list that may include

Honours Optional

Honours Core

Honours Level

Pre Foundation Core

Pre Foundation Level

Structure

Bachelor of Music

Certificate of Higher Education

Diploma of Higher Education

sustain motivation and self-discipline in both highly-structured and more open-ended tasks, working flexibly and imaginatively, whether working independently or in collaboration with others.

read and perform music with understanding and firm technical foundations.

summarise creative viewpoints in performing arts

demonstrate collective creative processes

understand musical language, and the specialised terminology used to identify its principal features, across a broad-based body of repertoire.

manage time efficiently in such a way as to meet deadlines, and develop practical strategies for problem-solving.

demonstrate self-management skills to meet deadlines

understand the historical and stylistic contexts of music, and of music’s relationship with wider philosophical, cultural and social practices, issues and phenomena.

identify performance vocabularies and approaches

Demonstrate a selection of approaches to performing arts

understand the role of technology in creating, shaping and disseminating music and musical knowledge.

utilise a range of technologies to underpin individual study and to produce effectively presented work.

recognise the skills needed to plan both individual and collaborative project work.

identify and manage sources effectively to gather information, using a coherent method of bibliographic referencing.

relate personal study specialisms and skills to the demands of the world of work.

recognise the creative reflective skills required to realise project work

reflect on own work to assess personal strengths and weaknesses.	

communicate clearly and effectively in written and spoken English.

recognise creative performance possibilities in response to stimuli including , but not limited to, musical score, text, and digital media

understand broad areas of performing arts practice

make informed decisions on career choices and professional training and development

understand the relationship between theory and practice in music.

understand the essential features of musical scores and the ways in which they are used.

know how to use a variety of techniques to structure musical thought within creative musical contexts, including composition or other creative work.	

understanding theoretical and practical considerations in a range of areas in performing arts

use independent research to create and reflect upon performance practice

identify key concepts in performing art practice and its reception

understand personal skills required to manage workloads

respond creatively and critically to a range of musical stimuli, whether expressed through writing, performance, or the creation of new music.

integrate secondary sources or analyses into individual creative, interpretative, reflective and written work.

understand the technical and interpretative requirements of musical performance

understand textual, annotation and investigation skills in performing arts

UH-000992

All students have a personal tutor for academic support. The course leader is also available for academic support, as are studio tutors who will provide continuous academic support and assessment scaffolding within a dynamic studio environment.
All Music students are automatically placed on the Sandwich version of their course, but make a decision on whether to take up their optional sandwich placement year during the second year of their studies. A presentation by the course leader (or designated placement supervisor) will advise students of the procedure for identifying a placement for the sandwich year. The placement supervisor (normally the module leader for ASX0005) will consult with students individually during their second year of study, to ensure that suitable arrangements are made for a successful placement. The placement supervisor will ensure that placements are appropriately supervised by a designated mentor in the place of work. The placement supervisor will monitor students’ progress during the placement through the regular reports submitted via the VLE. The placement supervisor will allocate a member of staff to visit each student on placement on at least one occasion during the placement, normally within the first half of the placement. Where a placement breaks down permanently, and no alternative placement can be reasonably arranged, a student will be transferred back to the non-sandwich route of the course at the beginning of the next academic year.
The personal academic tutor is also responsible for administering Personal Development Planning (PDP) for his/her tutees. The provision of PDP at undergraduate level is adapted to the 2004 QAA Code of Practice for the Assurance of Academic Quality and Standards in Higher Education, which provides students with ‘appropriate opportunities for personal and professional development’, and that institutions provide for the identification, regular review and recording of each student’s development needs. Responsibility for adhering to the PDP scheme lies with the student. In Music, skills related to PDP are also built into core, key (modules taken from a restricted choice of options) and optional modules as follows, and PDP is explicitly identified in learning outcomes in individual modules where possible.
Students are automatically enrolled onto the sandwich year version of the course, and are encouraged to take this opportunity, which would greatly enhance employability and transferable skills and PDP.
Details of academic and personal support are given in the annually revised Course Handbook.
Teaching staff give notice of their availability to see students through their posting of ‘office hours’, and are contactable by phone and e-mail.
AFM1304 Music, Culture and Society develops study skills that underpin all major aspects of the course: time-management, getting the best out of lectures and seminars, research and bibliographic techniques, referencing, clarification of codes of conduct in academic work (including issues of plagiarism), structuring written work, oral presentation, teamwork, PDP, critical thinking and use of C &amp; IT. These research skills are further developed through the 'Musical Cultures' suite.