ࡱ>  0JQbjbjvv  j1gj1gkH+dd778gw8K + + + k)*{+D7777777$:I=R8++)@k)++877+ + 18_2_2_2+78+ + 7_2+7_2_2:6,oJ7+ ᴺfM,6 7G80w86R=S-=J7=J7++_2+++++88/+++w8++++=+++++++++d :  Programme Details 1. Programme titleMusic with a Year Abroad2. Programme codeMUSU163. QAA FHEQ levelHonours4. FacultyArts and Humanities5. DepartmentMusic6. Other departments providing credit bearing modules for the programmeNone7. Accrediting Professional or Statutory BodyNot applicable8. Date of production/revisionDecember 2020 AwardsType of awardDuration9. Final awardBA4 years10. Intermediate awards  Programme Codes 11. JACS code(s) Select between one and three codes from the  HYPERLINK "https://www.hesa.ac.uk/support/documentation/jacs/jacs3-principal" \h HESA website.W30012. HECoS code(s) Select between one and three codes from the  HYPERLINK "https://www.hesa.ac.uk/innovation/hecos" \h HECoS vocabulary.100642 Programme Delivery 13. Mode of study Full-time14. Mode of delivery Face to face 15. Background to the programme and subject area Music as a university subject has always embraced diverse areas of theoretical and practical study; this approach has broadened in recent years to include both a wider range of music examined and new ways of considering the social and psychological aspects of music. The Department of Music at 91̽ is at the forefront of these developments, with research and teaching strengths across a number of important areas that cover traditional and more modern areas of study: composition; ethnomusicology; musical industries; musicology; music technology; performance; and psychology of music. The 91̽ degree thus provides a broad undergraduate curriculum within which students are encouraged to develop their special interests and enthusiasms. In addition to specific intellectual and musical skills, graduates will have acquired a range of transferable and interpersonal skills which will equip them for a diverse range of careers, including employment in educational, cultural and commercial fields. The year abroad (taken in the third year of four) consolidates two years of study whilst expanding the students horizons of the academic study of music in a different cultural setting. By living, studying and working abroad, the students understanding of global communities and opportunities in and around Music is further enhanced. Further detailed information is available on the Departments website at:  HYPERLINK "http://www.shef.ac.uk/music/" http://www.shef.ac.uk/music/ 16. Programme aims BA Music with a Year Abroad aims to:A1To cultivate an environment of lively and innovative teaching and research that will encourage at all levels an attitude of tolerant and open-minded critical awareness in the free pursuit of knowledge and artistic excellence.A2To achieve a thorough integration of practical and scholarly approaches to the study of music and musical style.A3To expose students to diverse historical, critical, scientific and creative perspectives on a wide range of music so as to achieve an understanding of music in its historical, social and creative context.A4To respond to the diversity of student interests by allowing both the combination of the subject of study with subjects offered by other departments and a level of student choice within each programme of study appropriate to that programme.A5To widen access to its programmes of study to the extent permitted by the intellectual and musical aptitudes which the programmes demand.A6To enable students to maximise their potential in all aspects of the programme.A7To assess students over a range of knowledge, understanding and skills, and to identify and support academic excellence.A8To develop a global awareness of music academia through a year of study in another country.A9To expand social and cultural horizons through living abroad. 17. Programme learning outcomes Knowledge and understanding On successful completion of the programme, students will be able to demonstrate knowledge and understanding of:Links to Aim(s)K1Sound knowledge and practical understanding of a range of musical styles (depending on options chosen).A1, A2, A5, A6K2Sound knowledge and critical understanding of a wide range of musical texts, including aural texts.A3, A6K3Sound knowledge and critical understanding of a number of musical repertoires in their cultural, social and economic contexts.A2, A3, A6 K4Sound knowledge and critical understanding of a range of approaches to the analytical, cultural and/or psychological investigation of music.A3, A4, A6K5Sound knowledge of a range of performance, compositional and scholarly techniques (depending on options chosen).A4, A6K6Enhanced knowledge of music study in cultural contexts and global environments.A8, A9Skills and other attributes On successful completion of the programme, students will be able to:S1Skill in analysing and reproducing a range of musical styles (depending on options chosen).A2S2A high level of competence in the creative and re-creative skills of composing, performing, recording and mediating music and in the intellectual skill of considering it in critical and analytical depth (depending on options chosen).A1, A4, A5S3Skills in acquiring, using and critically evaluating information about music and its cultural context gained from a variety of sources including teachers, aural sources (live or recorded), books, scholarly articles and online resources.A1, A3, A8S4The ability to carry out independent study, ethical primary and secondary research, and self-directed skill development; and the ability to reflect critically on those activities.A1, A6, A7S5The ability to construct and sustain logical arguments on a variety of musical topics, and to write and present them in clear and accurate English.A2, A3, A7S6Interpersonal and communication skills associated with participation in group activities including seminars, rehearsals, performances and projects.A1, A5, A6, A7, A8, A9S7Skills of communication and self-confidence associated with public performance, placements and other community-facing activities.A2, A4, A9S8Further transferable skills valuable for employment, including information gathering, the development of individual resourcefulness, time management skills, teamwork, analytical thinking, the ability to identify problems, opportunities and ways of responding to them.A1, A3, A5, A6, A8, A9S9Social and personal development through living and studying abroad; foreign language enhancement (depending upon country chosen)A9 18. Learning and teaching methods Development of the learning outcomes is promoted through the following teaching and learning methods: Induction procedures at Level 1 include a year-group orientation session, a study skills lecture, an initial pastoral tutorial, and an advisory audition on one or more instruments. The Department of Music undergraduate Hub on MOLE is also signposted to students, which includes a guide to study, writing and examination techniques. Lectures are used at all Levels to convey information (for example, in historical or ethnomusicological areas) (K1-5), to introduce repertory, to pass on specific skills (for example, in harmony or the preparation and presentation of performances) (S1-4, S7) and to stimulate further discovery and thought. Seminars are used to support lecture courses where possible, providing additional teaching in smaller groups and offering opportunities for discussion and feedback. Seminars thus contribute to the achievement of knowledge and understanding (K1-5) and the development of key skills (S3-7). Tutorials in groups of five or fewer are used at all Levels to advise students on the preparation of individual pieces of assessed work, to give feedback on coursework, and to clarify issues raised in lectures or seminar groups. Their primary aim is to raise levels of skill (S1-5, S7). Supervisions on a one-to-one basis are specific to Final Year Project modules (i.e. Composition, Dissertation and Special Project), and are intended to facilitate and develop student-directed and inquiry-based learning across all areas of Knowledge and Skills. Instrumental/Vocal lessons with specialist staff on a one-to-one basis are the principal teaching method by which students develop their performance repertoires and techniques. They thus contribute both to the achievement of knowledge and understanding (K1, K2, K5) and the development of skills (S1, S2, S4, S7). All Level 1 students, as well as Level 2 and 3 students proceeding to the final Recital module, receive eighteen hours tuition per year. Group rehearsal supervised by a member of staff is the principal teaching method of the Level 2/3 Ensemble Performance Skills module. Non-assessed group rehearsal and performance experience directed by a member of staff or visiting conductor is provided by groups including the Symphony, Chamber and Wind Orchestras, the Chamber Choir, and the New Music Ensemble. These activities contribute to the learning of repertoire (K1, K2) and the building of musical and transferable skills (S1, S2, S6-8). Independent Study, both text-based and practical, is essential to the successful completion of the programme. New students are introduced to study skills through the undergraduate handbook and through practical experience in Level 1 modules. The undergraduate handbook gives advice on effective study techniques and the management of study time, whether reading, listening or practising. Independent reading/listening is geared towards the assimilation and further clarification of material gleaned from lectures, the preparation of seminars, written assignments and examinations, and the broader development of knowledge within the field of study. It thus contributes to the successful development of knowledge and understanding throughout the programme, and is especially important in refining skills (S1-5, S8). Independent study is fundamental to Level 3 Dissertation, Special Project, Recital and Composition option modules, and to coursework in many other modules. Independent practice is geared towards the assimilation and development of skills taught in instrumental lessons, learning of repertoire and the development of individual interpretations of that repertoire (K1-2, K5; S2, S4, S7)). It is fundamental to the Level 1, 2 and Level 3 recital modules. Learning and teaching methods at partner institutions are negotiated to fit within the above expectations. 19. Assessment and feedback methods A variety of assessment methods are used. Regularly assessed coursework, usually in the form of exercises to reinforce knowledge and develop skills, is of particular importance in stylistic studies such as harmony, counterpoint and orchestral techniques (K1, S1) as well as in analytical and psychological investigation (K4). Assessment is carried out in a variety of ways, including the following: Written examinations designed to test knowledge and the communication of knowledge (K1-4; S3-5). Essay writing and project work (K1-5; S1-5, S8). Individual and group presentations (K1-4; S3-4, S6, S8). Dissertation (K1-5; S1-5, S8). Portfolios of work (K1, K5; S1-2, S4-5, S8). Group projects (K5; S4, S6-8). Tests of practical musical skills (S2, S4). Recital (S2, S7). Progression through the programme sees a shift away from formal written examination to the other forms of assessment in which the submission of coursework predominates. Assessment methods at partner institutions are negotiated to align with the above expectations and those of European and Global awarding bodies. 20. Programme structure and student development The programme is structured on the twin principles of coherence and student choice. Coherence is ensured across the three Levels, through clear labelling of modules in relation to a number of specific areas of study, while student choice is provided by opportunities for students to choose from a wide range of optional modules throughout the degree. At Level 1 it is important to introduce a degree of benchmark standards across the level in musical literacy and develop a students critical approach to listening, analysis and written and spoken communication. Optional modules allow students from diverse backgrounds to immediately play to their strengths but also afford a choice of modules enabling a student to sample an area of study that is completely new. Reflecting the final year specialist subject areas of performance, composition, dissertation and special project, level 1 offers modules in performance and composition; a number of modules where critical thinking and writing are important and numerous modules where more esoteric skills such as music technology may lead towards a special project. Up to 40 unrestricted credits from the across the University are also available. At Level 2, students consolidate their introductory learning by selecting a number of core and optional modules again reflecting TUoS Music staff research strengths. Level 3 is taken abroad. Normally, a programme of study will be negotiated that begins to prepare the ground for a students specialisms in their final year. At Level 4, students pursue their specialisms to a maximum credit level of 40. This may be in Dissertation, Composition, Performance or Special Project and represents the culmination of the programme as a whole, bringing together the application of knowledge and skills acquired at Levels 1 and 2 and 3, and acting as a focus for sustained, independently conducted research and/or creative practice. Final Year studentshave the option of selecting further credits in the above areas in either 'minor' (20-credit) or 'major' (40-credit) form alongside case study modules offered to Level2 and 3 (BMus). These modules are weighted depending upon the year the module is taken. Student development at Level1 consolidates a students prior background (A-level, BTEC, Foundation year). Modules at this level fuse skill acquisition (performance, scoring, essay writing) with music and music related study that resonates with the aims of the programme (see 16). Level 2 develops further skills and areas of knowledge, preparing students for their year abroad and specialisation at level 4. Students select 6, 20 credit modules. These modules where appropriate and applicable are either free case study modules or have a continued skills focus. Skills focused modules are often pre-requisites for specialisms at Level 4. To continue to give an appropriate level of choice some modules run every other year. This affords flexibility for students that wish to train in the first semester of their final year and take a minor specialism in the second semester. Where the year abroad clashes with a particular skills module, every effort is made to give the student abroad access to materials such that they can follow a module but not take the coursework (access to Blackboard etc.) Regarding content: Compositional techniques and period-specific stylistic techniques can be cultivated in greater depth; selected areas of western musical history are available for more detailed study, as are subjects in the fields of Ethnomusicology and Music Psychology. Modules in ensemble playing, performance and practical skills allow students to deepen their experience in group rehearsal and musicianship. The modules Community, Music and Education, Music Promotions and Industry Placement provide opportunities for a deeper understanding of music in its social and commercial contexts. Students may also broaden their learning experience by taking 20 credits outside the Department. Level 3 in this programme is negotiated with partner institutions, TUoS officers (ERASMUS and Global Opportunities), the Music Department, study abroad tutors and the student. It should continue to offer breadth and depth and as closely as possible prepare the student for Level 4. Level 4 develops skills and critical understanding to a high level of sophistication. Students take one 40-credit Final Year Project, with the option of a further 40-credit or 20 credit FYP of an alternative variety; teaching for all FYPs is centred on one-to-one supervision. All these options develop skills and knowledge to an advanced level and require sustained independent study. Students remaining credits are taken from the list also available to Level 2 students ensuring that a broad approach to the discipline is maintained.Detailed information about the structure of programmes, regulations concerning assessment and progression and descriptions of individual modules are published in the University Calendar available online at  HYPERLINK "http://www.sheffield.ac.uk/calendar/" \h http://www.sheffield.ac.uk/calendar/. 21. Criteria for admission to the programme Detailed information regarding admission to the programme is available at  HYPERLINK "http://www.shef.ac.uk/prospective/" www.shef.ac.uk/prospective/ 22. Reference points The learning outcomes have been developed to reflect the following points of reference: Subject Benchmark Statements  HYPERLINK "https://www.qaa.ac.uk/quality-code/subject-benchmark-statements" https://www.qaa.ac.uk/quality-code/subject-benchmark-statements Framework for Higher Education Qualifications (2014)  HYPERLINK "https://www.qaa.ac.uk/docs/qaa/quality-code/qualifications-frameworks.pdf" https://www.qaa.ac.uk/docs/qaa/quality-code/qualifications-frameworks.pdf University Vision  HYPERLINK "/vision" /vision Learning and Teaching Strategy (2016-21)  HYPERLINK "/polopoly_fs/1.661828!/file/FinalStrategy.pdf" /polopoly_fs/1.661828!/file/FinalStrategy.pdf 23. Additional information For further information students are directed to the Department of Music web pages at  HYPERLINK "http://www.shef.ac.uk/music/" www.shef.ac.uk/music/ and to the Music Department Google Hub for undergraduates, which provides access to all undergraduate handbook information.  This specification represents a concise statement about the main features of the programme and should be considered alongside other sources of information provided by the teaching department(s) and the University. 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