bmus programme modules

8/10/2019 BMus Programme Modules

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BMus Programme Modules

Each module is assigned a level within the National Qualifications Framework. Within our 4-year BMus Programme the three levels do not equate to the year of study (except in PrincipalStudy). Core modules in years 1 and 2 can be taken at levels 4, 5 or 6. Optional modules inyears 3 and 4 are taken at levels 5 and 6.

Years 1 and 2

• Performance studies in Principal and Related instruments, with regular workshopopportunities for performance

• A range of practical faculty-based activities

• Training in music education

• Courses in history and performance practice, practical musicianship/stylistic

studies, aural awareness, study skills, Alexander Technique and musicians'wellbeing

• Options in history and stylistic studies topics in Year 2

• Opportunity to fast track to higher levels of study in aural awareness and practicalmusicianship

Modules available

Aural (Level 4)

o identification and singing of intervals in sequenceo singing, realisation and dictation of rhythmso singing and dictation of short melodieso understanding of spacing of individual chords and chords in sequence, and the use of

roman numerals and chord symbols to identify chordso identification of errors and aural analysis of keyboard music

Aural (Levels 5 and 6)

o identification and singing of intervals in sequenceo singing, realisation and dictation of rhythms and multi-rhythmso singing and dictation of tonal and non-tonal melodies

o understanding of spacing of individual triadic and non-triadic chords, and of chords ino sequence



o identification of errors and aural analysis of keyboard and chamber music

Historical Studies (Level 4)

o investigation of key strands in twentieth-century compositiono planning and preparation of academic writing, including the presentation of

bibliographies,o discographies, footnotes and quotationso seminar debate and individual oral presentationso familiarisation with library resources


There are several different courses within the Level 5 Historical Studies module (Opera,Music for Strings, History of the Symphony, Jazz History, Classical Pianist, Romantic Pianist).In each you will study a broad range of selected composers, performers, musical genres andartistic ideas and gain a more extensive knowledge of musical history.

Practical Musicianship (Level 4)

o primary triads in root position, 1st and 2

nd inversions; dominant, diminished and

secondary 7ths; figured bass; identification/analysis of chord progressions; 4-partharmonisation of hymn tunes

o principles of voice leading; melodic and part-writing in 2-4 voiced textureso phrase structure; sequenceso character and function of melodic decoration;o function and methods of modulating to related keyso 18

th century forms; elementary analysis and technical devices in 18

th & 19

th century

tonal music;o practical skills in figured bass reading, guitar chords, transposition, harmonisation

Practical Musicianship (Level 5)

o primary triads in root position, 1st and 2nd inversions; dominant, diminished andsecondary 7ths; chromatic harmony including secondary dominants, Neapolitan 6thsand augmented 6ths; figured bass; identification and analysis of chord progressionsand forms

o principles of voice leading; melodic and part-writing in two to four voiced textures;phrase structure; sequences; writing variations in late 18th and early 19th centurystyles including chorale harmonisation and Baroque trio-sonata textures

o character and function of melodic decoration in a wide range of periods and styleso function and methods of modulating to related keys and more advanced modulation

in late 18th and early 19th century musico analysis and technical devices in 18th and 19th century tonal music including fugue

o practical skills in figured bass reading, guitar chords, transposition, harmonisation

Professional Skills (Level 4)

o exploration of the physicality and psychology of performing; protection of hearing;physical fitness and nutrition for the musician

o reading and discussion of introductory texts on Alexander Technique; discussion ofrelevance and application of this through observation of musical performance

Professional Skills: Instrumental and Vocal Teaching and Outreach (Level 5)

o faculty-based Teaching Skills classes covering issues relating specifically to theteaching of your instrument/instrumental family

o plenary lectures on general aspects of teaching and lesson planningo small-group sessions with an outreach tutor devising and developing content for a

school outreach placement



o delivery of outreach placement in a local school

Stylistic Studies (Level 5)

There are different courses within the Level 5 Stylistic Studies module (Baroque Styles,Classical & Romantic Repertoire, 20th Century Styles). Each course will develop your

knowledge of the harmonic language of a particular music style/era, through a study oftechnical devices, analysis of harmonic vocabulary and construction of short pieces in thestyle studied.

Years 3 and 4

Continuing work in performance studies (Principal, Related and Second Study instruments)

Creation of a personalised programme of study from the following options (offered on either

a yearly or two-yearly basis)

Music in Context Options

Advanced Stylistic Studies (Level 6)

o fugal and other advanced contrapuntal procedures, including canon, stretto,augmentation, diminution

o vocal and instrumental writingo late eighteenth and early nineteenth–century chromaticism including modulatory

methodso twentieth-century styles


There are different courses within the Level 6 Historical Studies module (Aesthetics &Criticism, Music & Literature). These will develop your critical and analytical perceptions andresourcefulness through the study of repertoire and ideas; they will also locate informedmusical discussion within a broader intellectual and interdisciplinary context. You will gainknowledge of a specially selected repertoire illustrative of a particular composer’s creativeprocesses or of a specific cultural milieu, prevailing aesthetic or range of intellectual concepts.

Repertoire Project (Level 6)

o map, through the exploration of source materials, the detailed history of one musicalwork and, in the process, gain knowledge and confidence in researching thebackground to musical works in general

o demonstrate an understanding of the relationship between a work and any one of itsautograph sources, published editions or recorded performances

o demonstrate the ability to make interpretational judgements based on this knowledgeand understanding

Research Project (Level 6)

o demonstrate the organisational ability to plan and execute a major project, workingunder guidance but with a large amount of independence

o access and assemble a significant body of information about a given projecto evaluate the significance of the gathered information



o select and design an appropriate form of submission, and present it in aprofessional form with correct acknowledgements, footnotes, musical illustrationsand documentation

Contemporary Cultures Options

Classical CD Production (Level 5)

As students will be allocated roles for the duration of the course, content will vary betweenroles. There will be some overlap, and opportunities for all students to take part in and learnabout all processes. Content for the individual roles is as follows:

o As an engineer: microphone placement, mixing and recording to DAT; setup and useof communications systems; general procedures at, and organisation of, a recordingsession

o As a producer: critical listening; communication and organisation of musical ideas;analysis of recorded material and production of editing schemes; general proceduresat, and organisation of, a recording session

o

As an editor: interpretation and application of an editing scheme; use of digital editingsoftware; production of a finished programme of recorded material; generalprocedures at, and organisation of, a recording session

Composing with the Sequencer (Level 5)

o familiarisation with industry-standard hardware and software tools, and their use forthe production of music

o consideration of the broader technical and aesthetic issues relating to musictechnology

Composition (available at Level 5 and Level 6)

o exploration of developmental techniques in extended compositiono awareness of a range of contrapuntal techniques in association with a developed

harmonic languageo orchestration based on a historical perspectiveo practical responsibilities of performance preparation in scores, parts and rehearsal

requirements

Composition for Screen (Level 6)

o film composition tutorialso basic sequencing, sampling, hard-disk recording, timecode synchronisation, mixingo use of RCM Studios for live recording sessions

Electroacoustic Music (Level 6)

• Familiarisation with some advanced hardware and software tools and their use for theproduction of electroacoustic compositions;

• appreciation of the broader technical and aesthetic issues relating toelectroacoustic music.

Jazz Harmony, Composition and Arranging (Level 5)

o common elements in jazz chords and chord symbols, eg guide tones, extensions,upper structures

o cadential jazz harmony including major and minor II-V-Is, modulations to keys

common in jazz standards, blues, swing and bebop voicings, turn-aroundso non-cadential jazz harmony, including quartal and other contemporary jazz voicingso the applications of classical harmony in jazz



o arranging procedures common in jazz, including planing, neighbour tones, 5 part saxvoicings, 8 part brass voicings, rootless and rooted voicings

o instrumental combinations, textures and sonorities common in small and medium sizeband jazz, including riffs, backings

o score and part-writing conventions, including control, sketch and full scores, writingclear, accurate and well laid out parts; rhythm section parts; transpositions

o realising chord symbols and using these successfully in parts and scores

Jazz Arranging and Composition (Level 6)

o Analysis of harmony, arrangement and compositional techniques from c1930 topresent day in the jazz style

o Pastiche exercises in a variety of styleso Study of jazz composition and arrangement in a variety of ensemble sizes from small

group to jazz orchestrao Lyric setting and the role of the voice in jazz

Orchestration and Transcription (Level 5)

o group sessions covering study of the main orchestral instruments and basictechniques of arrangement, based on observation and analysis of scores andrecordings

o completion of brief exercises as a prelude to working on the larger portfolio projectschosen in consultation with the unit leader

Orchestration and Arrangement (Level 6)

o concentration on the orchestration of 20th and 21st century scoreso individual supervisions, largely responsive to individual plans and projectso feedback on early drafts of work

Pop Song Writing (Level 6)

o Group seminars on the craft of song and lyric writingo Individual supervision, largely responsive to individual plans and projectso Feedback on early drafts and continuing 1-to-1 support tailored to individual needs

Ensemble Performance Options

Interpretation of Song (available at Level 5 and Level 6)

o perform a wide variety of core art song repertoire with confidence and assurance anddemonstrate versatility and flexibility both in performance and in programme planning.

o consolidate performing skills as applied to art song and encourage the‘communicative impulse’ to lie at the heart of all song class performance

o demonstrate that at the heart of every performance is an appreciation of theinterdependent roles of pianist and singer.

o demonstrate an advanced facility in the correct pronunciation and communication oftext

Opera, Acting & Movement (Level 6)

o perform an operatic scene in front of an audienceo carry out the various stages of preparation required in order to perform part of a

scene from an opera on stage



Chamber Music (available at Level 5 and Level 6)

o selection, under the guidance of the coaching tutor, of appropriate repertoire fordetailed work at the relevant level

o coaching on issues of chamber playing – balance, intonation, ensemble, interaction,rehearsal protocols – as prompted by the repertoire covered

o exploration of wider repertoire: study of scores and some extended play-throughexercises

o supervised preparation of 50—60 minutes’ music to concert standard

Conducting (available at Level 5 and Level 6)

o time beating, including irregular beat patterns and irregular bar patterns; settingtempi, the indication of tempo variation and pauses

o score reading, including a knowledge of transposing instruments; instrumentalcapabilities including details of bowing, phrasing and articulation; instrumentalbalance and intonation

o rehearsal preparation, planning and techniques; consideration of the role of aconductor in rehearsals and performance; practical experience of conducting

Contemporary Music (Level 6)

o developing a high level of rapport with your composer-collaborator in the generationof a new piece of repertoire

o gaining a greater understanding of your Principal Study, particularly throughdemonstrating an extended range of possibilities in your instrumental/vocal technique

o performing the resulting work with confidence and skill

Duo Performance (available at Level 5 and Level 6)

o selection, under the guidance of the duo tutor, of appropriate repertoire for detailed

preparation at the relevant level,o coaching on issues of duo playing – balance, intonation, ensemble, interaction,

rehearsal protocols – as prompted by the repertoire coveredo exploration of wider repertoire: study of scores and some brief play-through exerciseso supervised preparation of 50—60 minutes’ music to concert standard

Historical Performance (Level 6)

Several projects run each term, all delivered through a course of classes that culminate in anassessed performance. Projects usually culminate in a presentation class which is open tothe public but not a formal concert, and have included: French early 18

th century repertoire;

Baroque dance; Ornamentation and Cadenza Classes; Medieval Music; Lute song.

Improvisation (Level 5)

o Harmonic and rhythmic techniques related to improvisationo Exploration of scales and modeso Use of extended instrumental techniqueso Jazz improvisation incorporating guitar chord sequenceso The relationship of music to visual imagery such as photographs, paintings and

graphic scoreso An introduction to writing cadenza



Appl ied Ski lls Options

Alexander Technique (available at Level 5 and Level 6)

o performing to the group on video with supportive group analysiso techniques for dealing with performance anxietyo good use of the eyes in performanceo presentation skills for auditions and the concert platform

awareness of the moment of choice in decision making o exploration of the use of language and body language in communicationo a cooperative research projecto individually appropriate hands-on Alexander work from the professor

Aural in Professional Contexts (Level 6)

o awareness of the function of a transcription, for example as a detailed record of aperformance to be recreated, or as an analytical tool

o transcription techniques and strategies; aural analysis and transcription of musicheard

o close listening to a wide range of music containing complexities in the use of musicalresources

o decision-making processes including what music to transcribe, how to play it back inways that make it easier to listen to relevant details, ways of transcribing

o writing in note form covering: 1) the process of transcribing and the issues found bythe student; and 2) an evaluation of the transcription itself, its strengths andweaknesses, an assessment of whether aims were achieved.

Professional Skills: Applied Instrumental Teaching (Level 6) A teaching practice is needed for this option

o learning styles and the group’s own experiences as music learners to date;

assumptions about learners and learningo the teaching cycle: diagnosis, planning, instruction, assessment; structuring lessonplans; motivating students; self-evaluation and reflective practice

o observing teaching and being observedo skills developed through musical performance (aural, technical, interpretative and

creative, presentational) and the issues/problems that flow from theseo group teaching and individual teachingo the various roles of the instrumental teacher

Professional Skills: Instrumental Teaching (Level 6)

o the group’s own experiences as music learners to date; assumptions about learnersand learning, learning styles

o

the teaching cycle: diagnosis, planning, instruction, assessment; structuring lessonplans; motivating students; self-evaluation and reflective practiceo observing teachingo skills developed through musical performance (aural, technical, interpretative and

creative, presentational) and the issues/problems that flow from theseo group teaching and individual teachingo the various roles of the instrumental teacher

Professional Skills: Participatory Music Education (Level 6)

o group sessions on workshop skills (experiencing workshops, exploring warm ups;song-writing and vocal work; composing techniques; understanding groups andtechniques of teaching in workshops

o

collaborative composition project presentationso group-based mentoring sessions specific to the planning, preparation and delivery of

the practical project

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