Music (Songwriting and Performance)

Partner Details

Liverpool Institute for Performing Arts

Awards

Target Award

Award Description:Bachelor of Arts with Honours - BAH

Alternative Exit

Award Description:Certificate of Higher Education - CHE

Award Learning Outcomes:Present a solid instrumental or vocal technique as a basis for further creative and expressive development as a song writer and performer Present a solid instrumental or vocal technique as a basis for further creative and expressive development as a song writer and performer Present an advanced understanding of, harmony, form and structure in the creation of new songs Present an advanced understanding of, harmony, form and structure in the creation of new songs Define and recall lyric writing and lyric setting techniques in creating emotionally expressive songs Define and recall lyric writing and lyric setting techniques in creating emotionally expressive songs Utilise music production and song writing computer applications to create basic song demos Utilise music production and song writing computer applications to create basic song demos Identify rhythms, intervals, chords and melodies and recall a range of improvisatory and interpretation skills in ensemble settings. Identify rhythms, intervals, chords and melodies and recall a range of improvisatory and interpretation skills in ensemble settings. Identify and contribute to the successful realisation of career relevant and professionally song writing and performance projects Identify and contribute to the successful realisation of career relevant and professionally song writing and performance projects Identify and recall information and concepts relating to the practice and study of contemporary popular and commercial music within music industry and socio-cultural contexts, to devise a coherent discussion using appropriate skills and conventions. Identify and recall information and concepts relating to the practice and study of contemporary popular and commercial music within music industry and socio-cultural contexts, to devise a coherent discussion using appropriate skills and conventions. Apply basic skills in written and oral communication, teamwork and problem solving Apply basic skills in written and oral communication, teamwork and problem solving Develop and evaluate action plans to address strengths and weaknesses as a learner Develop and evaluate action plans to address strengths and weaknesses as a learner

Alternative Exit

Award Description:Diploma of Higher Education - DHE

Award Learning Outcomes:Apply an advanced instrumental or vocal technical proficiency in performance reflecting a developing personal song writing style Apply high level musical, creative and technical skills to create new songs in response to specific industry briefs Apply lyric writing and lyric setting techniques in creating emotionally expressive songs Creatively employ music production and song writing computer applications in the production of song demo recordings Analyse and transcribe advanced rhythms, intervals, chords and melodies and employ a range of improvisatory and interpretation skills in ensemble settings. Initiate and play a key role in the successful realisation of career relevant and professionally focussed song writing and performance projects demonstrating the application of knowledge of the professional and cultural environment Apply information and concepts relating to the practice and study of contemporary popular and commercial music to carry out a critical analysis of music practices and products within music industry and socio-cultural contexts, communicated using appropriate skills and conventions. Identify and plan potential employment, and career development or business opportunities within the music industry Demonstrate high level communication, teamwork and problem solving skills exercising an increasing capacity for independent and reflective learning

Programme Offerings

Full-Time

F2F-LPA-SEP

Educational Aims of the Course

The programme aims to further develop the learner's practical skills and knowledge/understanding of song writing and performance and the related artistic, cultural and professional context. This is achieved through an integrated educational approach encompassing a balanced range of performance, creative, technical, analytical and professional/vocational skills. • Specifically it will develop: technical, creative, performance and expressive skills in song writing and performance • The professional application of these skills in real world and simulated environments • An understanding of the industrial, historical, philosophical, social and cultural context in which popular songs are created, performed, distributed and consumed. • Essential transferable skills such as creative thinking, collaborative, team working, problem solving and communication skills. • Knowledge and skills that enable students to achieve sustained and employment and self-employment as song writers, performers and related careers • Independent and self-directed learning and on-going personal and professional development

Learning Outcomes

The theory and practical processes surrounding the creation, production and performance of popular songs

Evaluate and synthesise key aspects of current research and practice in contemporary popular song writing and performance to construct and sustain a coherent argument, using appropriate skills and conventions.

Create song lead sheets using software notation programmes

Synthesise harmonic, arranging, aural and rhythmic skills. (Music SB)

Demonstrate instrumental or vocal technique in performing new songs

Synthesise solo and ensemble performance skills in a variety of genres and performance contexts

Create new songs for specific audiences and media in a contemporary artistic and commercial framework.

Creatively employ music production and song writing applications to create song demos

Create a programme of songs suitable to the performance context with an awareness of an audience (Music SB)

10.

Create, organise, market and promote song writing products and performances

11.

Utilise music industry intellectual property protection, legal, financial, product registration and distribution practices and processes

12.

The professional, legal, financial, technological and business contexts in which popular songs are written and performed

13.

Create industry standard promotional materials and identify and successfully target relevant markets demonstrating a comprehensive understanding of the professional and legal frameworks and contexts

14.

Effectively utilise teamwork, team building, leadership and negotiation skills

15.

Employ project development, planning, resource and time management skills

16.

Demonstrate Initiative and enterprise skills.

17.

Undertake independent and self-generated work.

18.

Employ creative and innovative approaches to work and problem solving.

19.

Creatively utilise interpersonal, verbal and written communication and presentation skills.

20.

Work effectively in a multidisciplinary environment.

21.

Demonstrate numeracy, IT skills in music and business communication skills

22.

Construct Business and career development plans

23.

The historical, political, technological, social, and cultural factors influencing the creation, production, performance, distribution and consumption of popular songs

24.

The intellectual, theoretical, philosophical and academic discourse surrounding popular song writing and performance

25.

Analyse and manipulate a diverse range of musical materials

26.

Generate, develop, test and articulate new songs

27.

Integrate creative and interpretative, technological and artistic processes, theory and practice.

28.

Critically reflect on song writing and performance and the work of others in the context of contemporary theory and practice

29.

Research, analyse, synthesise and communicate information and concepts

Teaching, Learning and Assessment

• Lectures & seminars • Individual tuition • Practical workshops • Tutor led rehearsals • Student led professional practice • Computer based tutorials • Masterclasses • Independent study Throughout the course the learner is encouraged to undertake independent reading, research and private study to both supplement and consolidate what is being taught/learnt and to broaden their individual knowledge and understanding of the subject • Performances • Portfolio presentation • Self and peer evaluation • Written essays • Seminar presentations • Research paper • Lectures & seminars • Individual tuition • Practical workshops • Tutor led rehearsals • Computer-based tutorials • Independent study • Student led- practice Intellectual skills are developed throughout the programme. Each module, involves discussion of key issues in applying concepts both theoretically and practically, analysis and interpretation of material, and feedback sessions for learners on work produced. All learners receive initial guidance on how to identify, locate and use material available in libraries and elsewhere. Bibliographies are provided for each module at the outset, as are guidelines for the production of coursework essays, extended essays and research papers. Classes and tutorials are given on research design, data collection and analysis techniques Formative feedback is given on a weekly basis on work produced in seminars, rehearsals, workshops and one to one tutorials. • Portfolio presentations • Seminar presentations • Performances • Self and peer evaluation • Written essays • Research paper • Computer based tutorials • Seminars • Independent study • Lectures & seminars • Practical workshops • Tutor led rehearsals • Instrumental tuition • Improvisation workshops • Vocal repertory workshops • Lectures & seminars • Student led professional practice • Masterclasses • Independent study • Performance • Portfolio presentation • Seminar presentation • Self and peer evaluation Throughout the programme learners are required to engage in professional practice in real world situations. Formative and peer assessment and feedback in used throughout the programme. • Lectures & seminars • Practical workshops • Tutor led rehearsals • Student led professional practice • Independent study • Portfolio presentation • Seminar presentation • Written essays • Research paper • Self and peer evaluation • Performance Regular tasks set throughout the course which provide formative & peer assessment & feedback opportunities. Learners are required to produce all written and presentational work to professional standards

Opportunities for work related learning

Although there are no formal placements on the programme, the Music Professional Practice modules in Level 4 and 5 are designed to encourage learners to apply the theory and practice from the other modules and to engage with real world situations through performances, demo production and promotion of their own careers as musicians. This activity is consolidated in Level 6 in The Performer, and The Songwriter Learners are encouraged to market and promote their Level 6 activity in professional settings in The Professional module and The Music Professional Modules.

Programme Structure

Programme Structure Description

The programme is divided into study units called modules. A 10 credit module typically comprises 10 hours of learning activity comprising student contact (lectures, workshops, seminars, tutorials and performance project supervision),course work preparation and private study. All learners take modules to the value of 120 credits each year/credit level. The appropriate module-unit credits are awarded for the successful achievement of the learning outcomes for the module. At Level 6 learners undertake 120 credits of core modules. The full programme award, BA with Honours, is achieved upon the successful completion of 360 credits. Other awards are Diploma in Higher Education and Certificate in Higher Education.

Structure

Level 4

Level 4 Core

Level 5

Level 5 Core

Level 5 Optional

Level 6

Approved variance from Academic Framework Regulations

To run yearlong modules at level 4, 5 and 6

Entry Requirements

A levels

We are committed to accepting students on to this course who have the potential to succeed as practitioners and who will gain sustained work in the performing arts and entertainment industries. With this in mind we wish to identify through applications and interview or audition key attributes and achievements. The key attributes that we seek to identify are: • Knowledge, ability and experience of music • Commitment to the performing arts • Ability to work effectively with others • Broad interest and engagement • Self-awareness • Spirit of enterprise The minimum educational standard that we are looking for is: GCSEs We normally require a minimum of five GCSEs grade C. These should include Maths and English. UCAS TARIFF POINTS Plus a minimum of 96 UCAS tariff points (2017 tariff) or 240 UCAS tariff points (2016 tariff). Subjects studied at this level should include Music. We accept all types of equivalent qualifications, the following are the most common UK qualifications that people tend to apply to us with: A/AS Level This should be from three A Levels (i.e. grades C, C, C), excluding General Studies. Points from AS and Key Skills are not counted

Alternative qualifications considered

Music theory Candidates should be able to demonstrate a good working understanding of music theory. UK applicants should aim to attain Grade 5 London College of Music (LCM) Popular Music Theory or equivalent qualification such as a Distinction in Unit 27: Music Theory & Harmony BTEC National Diploma by the time they enrol with us. Candidates are tested on their music theory ability at auditions so if they achieve above a certain level at the audition the need to achieve a further grade 5 level qualification may be waived. Overseas students are considered on an individual basis and are also tested on their music theory ability at the audition stage. Audition or Interview Candidates are invited to audition/interview on the basis of completing the LIPA and/or UCAS application form. We look for evidence of the key attributes and an ability to achieve the qualifications standard. In exceptional cases people may be invited to audition/interview who have not met or are not on course to meet the qualifications standard. In these cases there must be substantial potential demonstrated against the other attributes. The audition or interview allows us to evaluate you as a practitioner in your area of interest. Offers of a place will follow where you demonstrate high ability and the potential to succeed. At the audition we provide an overview of LIPA and candidates are asked to present prepared pieces, to take part in a song writing workshop and to undertake a music theory test. In exceptional cases an offer of a place may be made on the basis of the application form alone. Equal Opportunity LIPA is an equal opportunities organisation and aims to successfully recruit students from a wide range of different socio-economic and personal backgrounds. To ensure we provide effective equality of opportunity within the application process we carefully consider each application individually and acknowledge differences that can exist between applicants’ experiences from diverse backgrounds. We regularly update our approaches to take into account changing understanding of communities and cultures and we monitor applicant/student characteristics such as age, gender and ethnicity. Recognition of Prior (Experiential) Learning [RP(E)L] and Credit Transfers If applicants can demonstrate they have already achieved learning equivalent to a module or modules, or a level of study, in the programme they may be eligible to be awarded credit for this learning or to have credit transferred from another UK institution. They will be required to complete an application to have their qualifications or experience approved by the Head of Discipline and the university. This requires the presentation of appropriate evidence and we will map the evidence against the programme outcomes to be certain of equivalence. If approved credit will be awarded and they will proceed on to the appropriate level of the course to complete the remaining credit for the award.

BTECs

Extended Diploma (i.e. Merit, Merit, Merit profile). BTEC Diploma (i.e. Distinction, Distinction). Acceptable on its own and combined with other qualifications such as an A Level, in which case total needs to be 72 (2017 UCAS tariff points) or 240 (2016 UCAS tariff points) across both qualifications. 90 Credit Diploma (Distinction, Distinction). Acceptable on its own and combined with other qualifications such as an A Level, in which case total needs to be 72 (2017 UCAS tariff points) or 240 (2016 UCAS tariff points).

Course Catalogue