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Music Degree Handbook

2 BA(Hons) Music

Open College of the ArtsMichael Young Arts Centre

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Copyright OCA: 2016

Document Control Number: DHMU_190417

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3 BA(Hons) Music

Contents

Degree informationCourse Title: BA (Hons) MusicDegree aimsDegree outcomes

Degree structureDegree pathway

Programme summaryIntroduction

Learning and teaching Learning and teaching strategyPDPIndependent learningOnline learningTime framesEmployability

Additional resourcesStudy visitsUnit materialsStudy guidesReading listsBlogsFormative and diagnostic feedback

AssessmentAssessment methodsAssessment criteria

Level four unitsProfile

Level five unitsProfile

Level six unitsProfile

4 BA(Hons) Music

Degree information

Course Title: BA (Hons) Music

Degree aims• To widen access to education in music composition and contexts at undergraduate

level through Open and Flexible Learning.• Ensure students gain the technical skills in composition and related practical areas to

form a solid foundation for further development.• To provide an intellectually stimulating programme of study based on high quality

study material and tutor support.• To develop students’ creative capacities and their ability in interpretation and

application.• To develop students’ critical understanding of the theoretical and conceptual issues

central to musical practice and the social, historical and cultural context in which it takes place.

• To provide an environment in which the student has the possibility of changing their view of the world and their interaction with it both artistically and intellectually.

• To foster high-level ethical and professional standards and an awareness of the possibilities offered by existing and new developments in music to expand their application areas.

• To develop autonomous learners capable of applying intellectual and practical skills in music appropriate to employment, further study or life-long learning.

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Degree outcomesUpon successful completion of the course students are able to:

Knowledge • Demonstrate a knowledge of repertoire and its associated compositional styles and

techniques across the history of Western art music.• Produce written music using appropriate software and notation conventions, read

scores and listen critically to recordings.• Critically evaluate their own work and the work of others.

Understanding• Understand the changing role of music in society and the cultural and historical

contexts in which repertoire is written.• Understand the link between theory and practice in relation to musical study.• Understand musical processes, forms and methods of harmonic construction.

Application• Demonstrate inventiveness, creative ideas, development of a personal musical

language and application of technique in practical work.• Communicate about aspects of musical culture, contexts, concepts and research to

specialist and non-specialist audiences through appropriate means. • Create practical work to a professional standard which is supported by relevant research

and academic investigation.• Engage in appropriate professional practices such as marketing, fundraising, self

presentation and negotiation skills.

Degree structure

The diagram below shows the structure of the degree, and how many units you must study at each level. Use the Pathway on the next page to select the units you wish to study.

Degree PathwayMusic Degree Pathway

OCA Level 1 units (HE Level 4)Total credits 120

You need three units at this LevelYou need to undertake the following two units:

Mandatory UnitsMusic 1: Composing MusicMusic 1: Stylistic Techniques

Choose one of the units from below:

Music 1: From Present to PastHistory of Art 1: Understanding Western Art Visual Studies 1: Creative Arts today Visual Studies 1: Understanding Visual Culture


You need two units at this LevelChoose two of the units below recognising that you must have done the relevant course at Level 5 for your Major Project at Level 6:

Music 2: Moving on with Composition *Music 2: Orchestration and Arrangement (required for Major Project in Orchestration at Level 6)*Music 2: Instruments and Repertoire (this unit or Music History 2 is required for Major Project in Preparing an Edition at Level 6)*Music 2: History and Context (this unit or Instruments and Repertoire is required for Major Project in Preparing an Edition at Level 6)


You need three units at this LevelYou will need to do all the units listed below:

Mandatory Units*Music 3: Major Project*Music 3: Contextual Studies*Music 3: Sustaining Your Practice

*Additional units will be added during the period 1 September 2015 to 31 August 2020.

Document control: DPMU190417

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9 BA(Hons) Music

BA(Hons) Music

Programme summary

Jorge Cortes del Valle de la Lastra, Music 2: Moving on with Composition

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Introduction

The OCA’s Music Degree provides a unique opportunity for students to fulfil their creative potential through the study of Composition and Contexts. Centred upon practical work, this degree provides students with the skills required for a career in music, including composition, orchestration and arrangement and the practical implementation of historical knowledge. Practical modules are supported by musicological units which encourage a broadening of knowledge through research, and demonstrate the important relationship between theory and practice. All students will gain an overview of the music history, an understanding of harmony, analysis and form, and experience in compositional techniques through the core modules at Level Four. Through a range of electives at Level Five, students can opt to follow one of three major degree pathways, composition, orchestration or music history, which will manifest in the Level Six major project through a portfolio of practical work based on the student’s chosen specialism. In this way, students will have the opportunity to tailor the content of their programme of study in relation to their personal aims or professional requirements.

Throughout this degree, students are encouraged to explore a range of methods of communication for their practice-based research to specialist and non-specialist audiences, including through academic essays, the creation of multimedia and web-based presentations, programme notes, event organisation, lecture recitals and performance.

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Learning and teaching

Learning and teaching strategyThe course’s learning and teaching strategy is framed by OCA’s purpose to widen access to Creative Arts Education through flexible supported open learning.

This approach translates into a core offer to students, which consists of:• paper-based and/or digital learning materials for each unit;• one-to-one written and/or verbal formative feedback and support from a named tutor;• support materials (such as guides on aspects of study and course handbooks);• access to dialogue with peers via the OCA student website / Google Hangout critiques;• learner support for any difficulties with the practicalities of studying via email or telephone• digital library resources.

In addition to these core aspects of study, students may access: • study visits to exhibitions, workshops and other events in different parts of the country;• current creative art and design reviews, articles and discussion via the WeAreOCA blog;• student led initiatives such as study visits and seminars, supported by the student body,

OCASA;• a range of social media resources that provide additional OCA content or signpost students

to existing online material (via Flickr, Pinterest, Vimeo, YouTube).

By ‘widening access’ we mean:• this course can be studied from any location and does not require students to travel to

attend classes – this is of particular relevance for those with mobility constraints, who live in remote areas or are in custodial institutions;

• the needs of students with disabilities are factored into the design and delivery of the course.

By ‘supported’ we mean:• this course is supported by personal tutors who advise and guide their students’

learning;• students have access to their peers through discussion forums that are animated and

moderated by the OCA;• students can request adjustments or additional help to enable them to study

successfully with the College.

By ‘Open and Flexible Learning’ we mean:• this course can be studied successfully at a distance;• this course has flexible start dates and pace of study is negotiated between the student

and the tutor (within defined limits).

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PDPPersonal and professional development is linked to all levels of the course through the learning log which is integral to each unit and helps students to plan, integrate and take responsibility for their personal, career and academic development. The log is used as a tool for self-reflection to document and reflect on creative progress, reflect on tutor feedback and to identify areas for development. In dialogue with tutors through formative feedback, students are encouraged to identify strengths and learning needs and establish learning goals that might improve perceived weaknesses and enhance strengths. The learning log is considered as part of the assessment process and contributes towards final marks.

Independent learningThrough the OCA open learning model of project and research-based activities students learn to study independently with tutor support, and learn to work with others by interacting with them, providing and receiving support and exchanging ideas via the OCA forum.

For each unit, students receive paper-based or digital copies of course materials and access to a tutor. Course materials provide a contextual overview of the subject and a range of projects for students to engage with. Each project will contain written and visual content, a number of exercises and research tasks, leading towards a final assignment activity. Typically there are five assignments per unit, which each take between 8 to 12 weeks, depending on the rate of study and how the deadline has been negotiated between students and tutor. At the end of each part of the unit, students submit their exercises, assignment and learning log via post or digitally.

Tutors establish a working relationship with students through initial email, telephone or video contact and welcome packs. Tutors respond to student submissions by providing written and/or verbal formative feedback that reflects on the work they have produced, provides guidance on areas to develop and frames the work within the assessment criteria for the unit. Tutors and Course Advisers are available to deal with any ad hoc support needs the student may encounter.

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Online learningCommunications between the OCA, tutors and students is predominantly by email. We are encouraging the use of Skype and Google Hangout for tutorials, as this can enliven the interaction between tutor and student. OCA has a dedicated website for students which includes online resources, discussion forums and portfolios for individual student’s work. Peer communication takes place in the student forums, or via comments on the WeareOCA blog or other student blogs, as well as study visits.

The student forums represent the main method of communication between students and their peers. Concepts are discussed and knowledge developed through debates that are informally moderated by OCA tutors. Critiques of work, both in development and completed, are sought from peers through the forum.

Support materials are available to students via the OCA website and are sent to students at the start of each unit. These provide guidance on all aspects of OCA study, including keeping sketchbooks and learning logs, developing study skills and criticality, an introduction to higher education, course specific reading lists, and course handbooks.

Digital library resources include:• VADS, V&A Museum online resources for visual arts• Bridgeman Education image library• Oxford Art Online• Scanned copies of essays and chapters from essential and recommended reading lists

across all units (permitted under CLA Higher Education Licence)• OCA study guides• OCA videos

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Time framesThe flexibility of the OCA means you can complete your degree to suit you, taking anything from 3 to 12 years. The full degree programme must be completed in 12 years.

Find out moreVisit http://weareoca.com/category/study_visits/ to look at our most recent study visits.

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Additional learning and teaching resources

Study visitsOptional study visits to exhibitions, workshops or events are available to all students but access to them are limited based on location or personal circumstances. To mitigate, study visits are summarised in blog posts on the WeAreOCA blog. Recent study visits include:• Rarescale open rehearsal, Forge Camden, London, June 2014• Music Study Day, Birmingham, April 2015• Rarescale composition summer school, Lincolnshire, August 2015

Unit materialsThe written unit materials have been specifically produced for distance learning delivery and are designed for individual self-study. They consist of subject-specific learning content and a series of learning projects each culminating in an assignment, the results of which are discussed with the tutor. The unit materials contain a balance of practical exercises and large scale projects and research tasks/points

Study GuidesThere are guides on keeping sketchbooks, writing learning logs, study skills, and keeping blogs, among others. All of these are available as downloads form the OCA website.

Reading ListsThe BA programme has a comprehensive study list composed of key texts, journals and websites for each unit. At higher levels, when students undertake their own projects, reading lists are negotiated with tutors.

Listening and Learning logAs part of the coursework on OCA music programmes, students are required to keep a listening and learning log. This is an important tool in developing their creative practice and recording their growing understanding of the subject. For degree, diploma and certificate students, the log is considered as part of the assessment process and contributes towards the final mark.The exact content of the log depends on the unit. Typically they are used to record ideas, responses to music heard, notes, influences, discoveries, thoughts, research findings and observations prompted by the projects, assignments and broader research. Their public status allows opinions to be expressed by fellow students, or the general public if desired, on the work being produced. Being accessible to other students, they offer a wide range of interpretations of unit projects to be seen, read and commented upon by others, allowing learning to take place through social activity centered around a programme of study.

Formative and diagnostic feedbackOngoing guidance and formative feedback on assignments is given by the student’s tutor and offers clear guidance with regard to future development. A copy of each tutor feedback report given to the student is logged with OCA in order that OCA can monitor tutor quality and performance.

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Assessment

Assessment methods Students are assumed to be planning to enter for summative assessment unless they declare otherwise during the unit. Tutors work with student to advise them on presenting their work for assessment and students can access a number of OCA resources to help support their understanding of the assessment process.

There are no examinations. Assessment is through the examination of personal development planning and continual reflection in learning logs or blogs, practical projects, critical reviews and essays. The student uses OCA guidelines to prepare a body of work and learning/listening log(s) (or blog) to send to OCA for assessment. This submission includes the summative assignments of each section of the unit. Assessment tasks are linked to the objectives of each unit. As the student progresses through the unit the assessment increasingly encourages autonomous learning and self-evaluation. Tutors provide feedback during the unit, with constructive criticism, and assessment takes place once the student has completed a unit in full.

Summative assessment takes place at one of three annual assessment events at OCA Head Office with a team of tutors associated with the course and course leader overseeing the assessment process. For each unit, students submit a body of physical and/or digital project work, their learning/listening log and a portfolio selection for assessment. First and second markers view the work in relation to level assessment criteria before discussing the work and, if necessary, calling on a third marker to moderate. Summative feedback and grades are provided to students and examples of good practice and student work are disseminated via the WeAreOCA blog. Formative feedback reports are reviewed by assessors to monitor feedback quality and tutor performance.

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Assessment criteriaStudents’ work is assessed against the appropriate criteria for the chosen discipline(s), which are set out below:

Composing Music Weighting

Technical presentationClarity of scores and orderly presentation; good command of appropriate software; accuracy of notation; understanding and application of graphic publishing conventions.

Level 4 30%Level 5 25%

Compositional skills Evidence of craftsmanship in manipulating material; structural cohesion; exploration of ideas; appropriate and correct use of performance resources.


Creativity Exploration and inventiveness toward developing an individual voice; original ideas and experimental adventurousness.


Stylistic awareness Evidence of listening and reading, research, critical thinking and reflection; development of responses to exploratory enquiry and analysis.


Orchestration Weighting

Technical presentationClarity of scores and orderly presentation; good command of appropriate software; accuracy of notation; understanding and application of graphic publishing conventions; communication of musical ideas in the written score.

Level 5 25%

Practical skills Evidence of technical skills in manipulating material in fulfilment of a given brief; appropriate and correct use of performance resources.

Level 5 30%

Creativity Exploration and inventiveness giving evidence of the development of an individual voice; original ideas and experimental adventurousness.

Level 5 25%

Stylistic awareness Evidence of listening and reading, research, critical thinking and reflection; development of responses to exploratory enquiry and analysis.

Level 5 20%

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Theoretical Music Weighting

Subject based knowledge and understanding Broad and comparative understanding of subject content, knowledge of the appropriate historical, intellectual, cultural or institutional contexts.


Research and critical evaluation skills The ability to design and carry out a research project, locate and evaluate evidence from a wide range of primary and secondary sources (aural or textual). Evidence of analysis, critical thinking, synthesis, interpretation in relation to relevant issues and enquiries.


Stylistic awareness Evidence of listening and reading, research, critical thinking and reflection; perceptiveness of personal response to music (evidenced in listening logs).


Communication The ability to communicate ideas and knowledge in written and spoken form, including presentation skills.


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BA(Hons) Music

Level four units

Carla Rees, 2015

20 BA(Hons) Music

Carla ReesMusic tutor

I studied flute and composition at the Royal College of Music in London, where I recently also completed a PhD, researching the development of repertoire for Kingma System (quartertone) flutes. My career encompasses performing, research, teaching and publishing, as well as arranging and composing. I have been teaching the flute privately since the late 1980s and have held positions in educational establishments such as Morley College, Wycombe Abbey School, Nottingham University, London College of Music and currently Royal Holloway University of London where I am also an Honorary Research Associate. I have given masterclasses and workshops for flute players and composers at some of the world’s leading institutions, such as the Juilliard School of Music in New York, CalArts and UCLA in Los Angeles and at all of the major London music colleges. My association with the Open College of Arts came initially through being a student on the photography courses, and I have been a tutor on the music courses since February 2007. I am currently Programme Leader for Music.

My main performance work is as Artistic Director of rarescale, an educational charity and professional contemporary music ensemble, which was founded in 2003 to promote the alto flute and its repertoire. My work with this ensemble enables me to work closely with composers to develop new works and I have given several hundred premiere performances to date. With rarescale I also teach on an annual summer school for composers and flute players and run an associated traning ensemble for flute players, rarescale Flute Academy. I perform regularly both with rarescale, other chamber ensembles and as a soloist throughout the UK, Europe and the USA, with UK concert highlights including recitals at Huddersfield Contemporary Music Festival, ICMC, Bangor New Music Festival, Proms Composer Portraits, Spitalfields Festival, NonClassical and the Handel House in London. International work has included performances at the Spark Festival in Minneapolis, Sonic Circuits Festival in Washington DC, the Tirol Easter Festival (Austria) and appearances at flute festivals in the USA, Canada, Costa Rica, France and Switzerland. I have been broadcast on BBC Radio 3, including an interview for the Modern Muses series featuring composer/performer collaborations. I have recorded 13 CDs for rarescale records, EMI, Capstone, Metier, Atopos and Cadenza, as well as incidental music for BBC Radio 4, and for film and TV. I am also the Director of Tetractys Publishing, a small publishing house which specialises in repertoire for low flutes. As a composer and arranger, my works have been performed throughout the UK and internationally. I was the winner of the RCM Woodwind Composition Prize in 1999 and was subsequently commissioned by the Royal College of Music Wind Ensemble. I have more than 50 published arrangements, which are often included in reading sessions and performances in the UK, Canada and USA.

Find out moreTo view more tutor profiles visit: www.oca.ac.uk/our-tutors/To find out more about Carla visit: www.carlarees.co.uk

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Level Four Units: Developing Key Skills and Concepts

Level Four units introduce key concepts and the contextual framework for the study of music. These units combine practical and theoretical exercises and assignments to develop awareness in styles of Western art music throughout its history, in addition to a practical knowledge of notation, harmony, analysis and the building blocks of compositional techniques. The study focuses on equipping students with the strategies, skills and confidence to move on to the increasingly independent work expected at Level Five. Students will learn to study independently, set goals, manage their own workload and meet deadlines. They will learn to present theoretical concepts and practical ideas in appropriate formats, and to identify, describe, research and critically evaluate aspects of music through listening, score reading and their own compositional work. Critical self-reflective skills will be developed through the production of a listening and learning log, placing the student’s work into the context of other practitioners and preparing the student for the discipline required at higher levels.

Did you know?With our flexible open learning approach you enrol on one course or one level at a time as you study towards your degree. The degree pathway sets out the options for you to study, allowing you to tailor what you study as your interests develop.

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Music 1: Composing Music | 40 credits

The unit is accompanied by a set of CDs and links to music on the web. The language of music (notation, speed, dynamics, expression, style, form, melody, harmony, score writing, etc.) and the techniques of composition (musical ideas, how to come by them, how to develop them, how to build a substantial whole piece of music, etc.) are presented progressively throughout the unit. The music of established composers is presented throughout the unit with the aim of developing your ability to hear music by looking at what is written in a musical score.

This a core unit which all Music students are required to undertake.

Learning outcomesOn successful completion of the unit you will be able to:• demonstrate an understanding of the common and less familiar forms of music

composition;• compose both melodic and percussion pieces and present them in a computer-typeset

form using appropriate notation conventions; • write counterpoint in two or three parts ;• demonstrate an ability to reflect upon, read and hear the work of established

composers in written form and to reflect upon your own learning experience.

AimsThe aims of this unit are to:• introduce the common as well as the less familiar forms of musical composition;• develop your ability to compose both melodic and percussion pieces and to present

them using correct notation conventions using relevant software;• enhance your ability to write counterpoint in two and three parts;• present the music of established composers, enhance your ability to read and hear

written music and develop your reflective skills.

Indicative syllabus content• Exploring rhythm • Exploring melody and scale • Rounds, descants, polyphony • Exploring counterpoint • Exploring harmony

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Music 1: Stylistic Techniques | 40 credits

This unit explores the development of harmony and stylistic compositional techniques through the history of western Art Music. An understanding of analysis, harmony and form will be developed through the study of repertoire by established composers from the Renaissance to the Twentieth Century and practical exercises. The course traces the development of musical style and harmonic language, and score-based and written work is accompanied by listening to a range of works from each era, developing your own opinions, preferences and responses to the music. The exercises and assignments are designed to develop your skills in score reading, notation, harmony and an understanding of compositional style and structure. You will gain practical experience of creating music in the style of different composers.

This is a core unit which all Music students are required to undertake.

Learning outcomesOn successful completion of the unit you will be able to:• demonstrate an understanding of the fundamentals of harmony and conventions of

notation; • recognise and describe musical organisation and style in music from different historical

eras; • analyse written scores and understand their methods of construction;• demonstrate an ability to read the work of established composers in written form,

enhanced listening skills and an ability to reflect upon your own learning experience.

AimsThe aims of this unit are to:• introduce you to the fundamentals of tonal harmony;• develop your knowledge of some of the main compositional styles through history;• enhance your skills in musical analysis and score reading;• explore the music of established composers, enhance your ability to read and hear

written music and develop your reflective skills.

Indicative syllabus content• Understanding Harmony; four part harmony within the tonal system.• Polyphony and vocal music.• The classical era; form, phrase structure and accompaniment textures.• Harmony in the Romantic Era; development of chromaticism and increased freedom of

form.• Twentieth Century approaches to harmony; eg. serialism, quartal harmony, use of new

scale forms.

24 BA(Hons) Music

Music 1: From the Present to the Past | 40 credits

This unit is suitable for anyone who wishes to develop an understanding of western Art (classical) Music, its instruments, its practitioners and its history. The unit offers you a developmental and directed learning pathway, within a context of structured freedom to make your own listening choices and respond to musical works. The unit provides a general survey of western art music from c1450 to the present day, its key composers and repertoire; and an exploration of sociological aspects of musical performance. Throughout the unit, you are encouraged to appreciate the ways in which later and contemporary music forms may develop, expand and consciously refer to earlier styles or deliberately seek to deconstruct or break away from previous conventions.

The exercises and assignments are designed to help you develop an understanding of compositional forms and structures, tonality and atonality, a range of musical instruments, their sounds and mechanical developments, and of major social influences on the development of musical styles, forms and instruments. You are required to listen to a range of music from each era, and to develop your own opinions, preferences and responses to the music.

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Learning outcomesOn successful completion of the unit you will be able to:• recognise a range of repertoire from different eras and demonstrate an understanding

of historical concepts of western art (classical) music from Renaissance to the present day, in terms of its exponents and major developments;

• demonstrate an understanding of the relevant forms and modes of communicating musical information, including textual, aural and electronic;

• demonstrate a basic understanding of the sociological aspects of musical performance;• express your own opinions and preferences and reflect upon your own learning

experience.

AimsThe aims of this unit are to:• provide a general introduction to Western Art classical music from c1450 to the present

day and introduce the key composers and repertoire; • introduce basic musical notational and theoretical concepts; • develop a basic understanding of the sociological aspects of musical performance;• enable you to develop and express your own opinions, preferences and responses to

music.

Indicative syllabus content• Music today: how we listen to music in the modern world; modern contexts – electronic

music, music in film, world music; instruments of the orchestra; contemporary classical music.

• Twentieth century music: from 1990–1945, from 1945 onwards; new instrumental sounds.

• Nineteenth century music: technical innovations and the orchestra. • The development of Romantic music. • The emergence of new audiences for music; C19th opera and Wagner.• The Classical era: classical forms of composition, musical performance and opera in the

classical era.• Ars Nova, Renaissance and Baroque music: musical instruments of the Baroque and

Renaissance eras.• Baroque compositional forms and major composers; music of the Ars Nova and

Renaissance eras. • Past influences on contemporary music.

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History of Art 1: Understanding Western Art | 40 credits

The unit aim is to understand the cultural and historical context of art and develop observational skills using drawing, annotation and photography and to be able to work with a systematic structure for analysing, researching and recording information that can be applied to any art form.

The unit enables you to observe acutely, appreciate and analyse works of art through the study of a written text. The unit presents art history in chronological order, from classical times to the 20th century. You are encouraged to respond to works of art not just by essay-writing but by using any skills in drawing, photography or painting you may have. The unit leads you through annotation exercises. This activity helps you to get into the habit of devoting considerable time and thought to particular works of art, rather than giving them cursory attention.

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Learning outcomesOn satisfactory completion of the unit you will be able to:• discuss artistic movements within the history of western art;• research and analyse works of art;• demonstrate your ability to summarise key information in a methodical way and to

research and record key points;• reflect upon your own learning experience.

AimsThe aims of this unit are to:• introduce you to the history of western art;• develop your research skills to analyse works of art;• develop a structured and critical method to recording your observations and research;• use reflection to develop your learning.

Indicative syllabus content• The Classical tradition• Gothic and Renaissance• Baroque• Romanticism to Impressionism• The twentieth century• Still-life, portraits, the figure, interiors and landscapes.

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Visual Studies 1: Creative Arts Today | 40 credits

This unit is a broad-based introduction to a range of contemporary creative arts for students new to the creative arts. It explores some ways in which two key themes (place/space and time/journey) are explored in the fields of art (painting and drawing), creative writing, textiles, visual communications (illustration, graphic design) and photography and looks at how different creative disciplines interact. It introduces basic research tools and techniques in the creative arts; students will therefore need access to the internet. Students are made aware of the theoretical underpinning to the creative arts in preparation for more detailed study at Level 2. Exercises and assignments will require students to research, evaluate and write about artworks in a range of disciplines; practical exercises are optional.

Did you know?The flexibility of the OCA means you can complete your degree to suit you, taking anything from 3 to 12 years. The full degree programme must be completed in 12 years.

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Learning outcomesOn satisfactory completion of the unit you will be able to:• demonstrate an awareness of the range of contemporary practice in the creative arts;• discuss the scope and interrelationships across of a range of creative disciplines;• apply your research skills to explore and the theoretical underpinning of the creative

arts;• reflect upon your own learning experience.

AimsThe aims of this unit are to:• explore a broad range of contemporary practice in the creative arts; • examine a range of creative disciplines through the investigation of contemporary

creative practitioners;• introduce you to research skills and key theories in the creative arts;• use critical thinking and reflective writing skills to develop your learning.

Indicative syllabus content• An awareness and basic knowledge of a broad range of creative arts, including

contemporary art, creative writing, textiles, visual communications and photography.• Experience in exploring two key themes through the creative arts and some

interrelationships between creative disciplines studied.• An awareness of a theoretical underpinning to the creative arts.• Experience in using key research tools to explore and investigate the creative arts and

application of critical thinking to research material.

30 BA(Hons) Music

Visual Studies 1: Understanding Visual Culture | 40 credits

This unit is an introduction to a complex field of study. It takes you through the core theories that underpin a contemporary understanding of visual culture, looking at theories about how we look at the world and understand the visual vocabulary that describes it. The unit focuses on the practical application of those theories and will provide a sound introduction to the subject in an interdisciplinary fashion. The unit looks at the ideas in Structuralism, Post-Structuralism and Post Modernism. You will be introduced and guided to a clear understanding of the key texts in the study of visual culture. You will be required to research a variety of subjects and will therefore need access to the Internet as a research resource.

Learning outcomesOn satisfactory completion of the unit you will be able to:• investigate and identify appropriate sources of information for the study of visual

culture in relationship to contemporary cultural theorists;• through investigation, develop an understanding of the critical, theoretical and artistic

developments in visual culture;• demonstrate, through your writing, research skills and an understanding of forms and

modes of gathering information;• reflect upon your own learning.

AimsThe aims of this unit are to:• introduce you to visual and cultural theory;• enable you to use cultural theories to explore visual culture in contemporary society;• improve your research skills, become familiar with key sources and develop an

understanding of critical and artistic theories;• develop your reflective skills and your ability to document your reflections.

Indicative syllabus content• An understanding of the parameters of visual studies.• An introduction to the major themes that underpin the discipline (e.g. signs and

symbols).• Experience in the application of theory to projects (looking and subjectivity and

concepts of reality).

31 BA(Hons) Music

BA(Hons) Music

Level five units

Carla Rees, 2015

32 BA(Hons) Music

Christopher Barchard Music student

I started studying with OCA in 2011. At my age (I am now 61) and not being in good health, music college was not a realistic option. I realised that with modern technology it was entirely possible to study composition by distance learning. The pieces I am composing now bear little relation to what I was capable of at the outset. I have found the OCA course has shown that composition can be taught effectively alongside theory which is a huge step to include many more people in this creative art which is often thought too esoteric to approach.

Find out moreTo view more student profiles visit: www.oca.ac.uk/our-students/

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Level Five Units: Intermediate Stage

At Level Five, students are encouraged to develop as independent practitioners by building on the skills already gained at Level Four in the selection of two integrated specialist areas. Each unit enables students to explore a particular area of music in greater depth, leading towards the development of a specialism at Level Six.

Through working closely with their tutor, students at this level may choose the direction and content of elements of their coursework and develop the research skills necessary for the completion of assignments. They are encouraged to develop working practices which will enable them to evolve an individual style in their creative work, informed by contextual research. They will be expected to develop technical proficiency, with imaginative approaches to creative work.

34 BA(Hons) Music

Music 2: Moving on with Composition | 60 credits

This unit aims to engage you in advanced techniques of music composition, giving you the opportunity to develop your fluency in the language of music, extend your abilities in composition and help you build up your portfolio of work. It widens your harmonic vocabulary, introduces you to choral and instrumental writing (both chamber and orchestral) and analyses and looks for inspiration at the music and styles of other composers. You will write an extended work for voices and instruments, usually choir and orchestra. The course is for students wanting to build on the basics of composition learned in Composing Music 1.

The music of established composers is presented throughout the unit, always in order to make or emphasise some musical point within the text. The understanding of harmony is developed to include borrowed chords and chromatic harmony. Contrapuntal techniques are introduced. There is consideration of writing piano accompaniments. Composing instrumental music (Chamber and orchestral) and choral music complete the second half of the unit. To study this unit, you will need a music software package with which to compose music and listen to the playback and that is capable of accessing the Sibelius files which come with the course materials.

35 BA(Hons) Music

Learning outcomesOn successful completion of the unit you will be able to:• demonstrate complex rhythmic, melodic and harmonic ideas by using them in your

own compositions using various accompaniment styles and contrapuntal techniques demonstrate an understanding of the ranges and techniques of composing for orchestral instruments through appropriate use in your own compositions supported by relevant research;

• compose pieces for orchestra analysing and drawing inspiration from the scores and performances of the works of other composers;

• articulate an extended knowledge of the evolution and styles of music in a critical review and reflect on how your development of knowledge has influenced and enhanced your own compositional work;

• present correctly notated scores using appropriate software.

AimsThe aims of this unit are to:• understand and use complex rhythmic, melodic and harmonic ideas in your own

compositions;• understand and use various accompaniment styles and contrapuntal techniques;• broaden your understanding of composition and scoring choral music, understand the

techniques of composing for orchestral instruments;• learn about the evolution of styles of music, and reflect critically on this and the

development of your own compositional skills;• develop your skills in the production of clearly presented scores.

Indicative syllabus content• Detailed discussion of extended harmonies • Contrapuntal part writing • The use of miniature scores • The development of the orchestra and its instruments • Musical form • Analysis of major pieces of work.

36 BA(Hons) Music

Music 2: Orchestration and Arrangement | 60 credits

This unit introduces the study of orchestration, transcription and arrangement through the exploration of case study works by established composers from different eras of musical history and your own practical work. The exercises and assignments are designed to provide practical experience in handling different instrumental groups and will develop your ability to blend and balance an ensemble texture. You will be required to listen to a range of music, develop your own opinions and preferences and reflect on the orchestration style of other composers on your own learning journey.

This unit is a requirement for those students planning to undertake their Major Project in Orchestration at Level 6.

37 BA(Hons) Music

Learning outcomesOn successful completion of the unit you will be able to:• orchestrate material for a range of instrumental groupings demonstrating appropriate

use of the range and techniques of each instrument; • arrange existing material for different instruments, including making piano reductions

of ensemble works; • recognise and write about styles of orchestration by established composers and reflect

on how your research has developed your own skills; • present your work using conventions of notation and score layout using appropriate

software, and reflect critically on your own learning.

AimsThe aims of this unit are to:• develop an understanding of the use of instruments, individually and in combination;• learn how to adapt existing material so that it can be played successfully on different

instruments;• develop an awareness of the styles of orchestration adopted by established composers

through history;• develop your knowledge of score notation conventions and the ability to reflect

critically on your own work.

Indicative syllabus content• Orchestrating strings• Orchestrating woodwind• Orchestrating brass• Arranging: instrumental choirs and piano reductions• Exploring the orchestra

38 BA(Hons) Music

Music 2: Instruments and Repertoire | 60 credits

This module explores the wider context of instruments and their repertoire, including the related areas of performance, interpretation and performance practice. Students will explore the technical development of instruments and how that came to be reflected in the repertoire, and will gain skills in critical listening, an understanding of performance practice, the composer/performer relationship and the social history of performance. This course explores theoretical aspects of performance which will suit students who are instrumentalists, composers who wish to understand the background of the instruments they are writing for, and anyone with a fascination in the issues surrounding practical music making.

The course features a combination of practical and written exercises and assignments.

This unit (or Music History & Context 2) is a requirement for students planning to undertake their Major Project in Preparing an Edition at Level 6.

Deborah Johnson, Music student

39 BA(Hons) Music

Learning outcomesOn successful completion of the unit you will be able to:• demonstrate an understanding of interpretation through listening and the written

score and reflect critically on the performances of others as well as on your own opinions;

• communicate your knowledge of repertoire through writing programme notes;• understand the issues surrounding historical performance and performance practice

demonstrate an understanding of the changing role of performance in society; • demonstrate your knowledge of how repertoire and instruments have developed

through history.

AimsThe aims of this unit are to:• develop an understanding of interpretation in music and reflect this through critical

listening and your own opinions and preferences;• gain skills in communicating about music through writing programme notes;• develop an awareness of the issues surrounding historical performance and

performance practice;• understand the changing role of musical performance in society;• explore the development of musical instruments and the impact of these developments

on their repertoire.

Indicative syllabus content• The social history of performance• Interpreting a score and choosing an edition• Performance practice• The composer/performer relationship • The rise of the virtuoso and amateur musician• Historical treatises • Critical listening• History and technical development of instruments and their repertoire• Writing programme notes

40 BA(Hons) Music

Music 2: History and Context | 60 credits

Designed as an extension of Music 1: From Present to Past, this Unit provides students with the opportunity to explore specific aspects of music from the Renaissance to the present day through a negotiated programme of research. The five essay-based assignments will develop research skills which will support practical work (such as exploring compositional manuscripts) as well as preparing for the dissertation at Level 6.

This unit (or Instruments and Repertoire 2) is a requirement for students planning to undertake their Major Project in Preparing an Edition at Level 6.

41 BA(Hons) Music

Learning outcomesOn successful completion of the unit you will be able to:• use research skills such as referencing, bibliographies and iconography to explore a

broad range of musical topics;• demonstrate knowledge of aspects of music through a negotiated portfolio of written

work;• reflect on your learning process from planning and research through to the

communication of the concepts you have chosen to explore;• understand the context of music through its place in society and the study of individual

practitioners.

AimsThe aims of this unit are to:• develop research skills through the exploration of different aspects of music from the

Renaissance to the present day;• develop independent learning through a negotiated programme of study;• develop an ability to organise, implement, evaluate and reflect critically on individual

work;• gain an awareness the wider context of music through its place in society and the study

of individual practitioners.

Indicative syllabus content• Research skills – iconography, accessing manuscripts, developing bibliographies and

referencing• Possible areas for research include:

• music and society• the development of musical forms (eg Symphony, Sonata etc.) or styles• the history of the orchestra• biography – the study of individual composers or performers• the development of notation• the history of recording• the history of Opera

42 BA(Hons) Music

43 BA(Hons) Music

BA(Hons) Music

Level six units

Chris Lawry, Screen grab from Sibelius

44 BA(Hons) Music

Elaine GoodallMusic student

I had a long-standing interest in music composition but life took a different path. I was thrilled to discover the OCA course as it assumed little prior knowledge and allowed me to study at my own pace. It has been immensely valuable having the critical ear of a supportive tutor and I have gained the confidence to make my work public; I took part in a collaborative student project last year, creating musical responses to poetry, and my composition for solo flute was performed at an OCA music workshop by my tutor, professional flautist Carla Rees, and featured on the OCA website.

Find out moreTo watch the performance of Elaine’s composition for solo flute visit: http://weareoca.com/music/world-premiere-of-13-flute-pieces-by-oca-students/

45 BA(Hons) Music

Level Six Units: Becoming an independent Practitioner

Level Six aims to expand the horizons of the students through embracing the combination of practical, theoretical and conceptual issues which are central to the study of music. They will be encouraged to demonstrate a breadth of inventiveness, ideas generation and techniques in the creation of their practical work, leading to the creation of a major project based on either composition, orchestration or a practical application of historical research through the creation of a scholarly modern performing edition of a manuscript. Students will gain an understanding of the professional skills required for a career in their chosen musical pathway, including an understanding of the vocational context within which the discipline sits and in particular personal initiative, responsibility and decision making in challenging contexts.

A dissertation supports the work undertaken for the major project, creating a body of work on an own choice aspect of music that has significant topical importance for the student. They should, at this level, make appropriate use of primary sources and scholarly reviews, including those at the forefront of debate. Students will be expected to have an awareness of the work of the leading scholars in their chosen field, and must demonstrate an underpinning understanding of the relevant theory and concepts that are inherent within and surrounding their practical work. The topic of the dissertation should be carefully considered in consultation with the tutor. Through their project, students will be asked to demonstrate their ability to communicate information and justify their work convincingly.

46 BA(Hons) Music

Music 3: Major Project | 40 credits

In this unit you will begin the project or portfolio which you will complete upon graduation. You will drive the negotiations with your tutor and other relevant parties that will lead to the proposal and subsequent production of a major project. Your tutor will provide guidance and advice so that you are able to develop a project that exhibits accomplished composition, orchestration or musicological skills and demonstrates detailed knowledge of your chosen field. This body of work will be the core practical component of the 3rd level of study, which also has a critical studies element that you will develop in the unit Music 3: Contextual Studies.

During both of these units you will be encouraged to develop a greater degree of autonomy and, in conjunction with your tutor, critique your work in progress and evaluate it against your desired outcomes. You will translate complex and abstract ideas and concepts developed in Contextual Studies and integrate them effectively in to musical strategies that communicate your intention. On completion of Major Project you will develop appropriate solutions for publishing and disseminating it within the framework of the Music 3: Sustaining your Practice unit. A significant overlap between Major Project and Contextual Studies is therefore expected.

47 BA(Hons) Music

Learning outcomesOn successful completion of the unit you will be able to:• produce convincing musical products that communicate your intentions, using

accomplished techniques in complex and unfamiliar environments, with minimal supervision from your tutor;

• demonstrate comprehensive knowledge of your area of specialisation and be able to situate your own work within a larger context of practice in your field;

• transform theoretical concepts and ideas into musical forms and integrate them in your work;

• critically review your own work and evaluate it against desired outcomes;• demonstrate management, leadership and communication skills and have deployed

them during the negotiation and production of the final body of work with your tutor and third parties.

AimsThe aims of this unit are to:• support you to produce convincing and sophisticated musical products independently;• point you to research techniques and resources so that you can situate your own work

within a wider musical context;• further develop your skills to transform theoretical concepts into practical methods and

integrate them in your work;• extend your critical, evaluative and reflective skills; • build your confidence in using negotiation, management and communication skills.

Indicative syllabus content• Exploring genre and locating your practice within one.• Negotiated learning and compositional/orchestration/musicological practice on a topic

or topics of your choice.• Strategies for developing and translating your ideas and interests into a final portfolio

of work.• Reflective practice, consolidation of your personal musical voice.• Project development using a range of resources and learning materials researched for

this unit as well as Music 3: Contextual Studies.

48 BA(Hons) Music

Music 3: Contextual Studies | 40 credits

In this unit you will undertake research that will enable you to gain comprehensive knowledge of your chosen specialist musical field. You will build a theoretical framework to contextualise your creative practice and the portfolio that you develop in Music 3: Body of Work. You will analyse and evaluate a range of learning resources and translate abstract concepts into coherent pieces of written work of appropriate academic standards. You will engage in critical musicological discourse, explore conceptual dimensions of your discipline and articulate ideas and information comprehensively. You will be encouraged to apply your own criteria of judgement and exhibit appropriate self-appraisal with minimal supervision from your tutor.

This unit will inform your creative musical practice in Music 3: Major Project, which in turn will also feed into this unit. A significant overlap between both units is therefore expected.

49 BA(Hons) Music

Learning outcomesOn successful completion of the unit you will be able to:• undertake research and study which demonstrates comprehensive knowledge of your

area of specialisation and build a theoretical framework for your creative practice;• synthesise and articulate critical, contextual and conceptual knowledge and

understanding into a coherent critique of advanced academic standard;• apply criteria of judgement, review, criticise and take responsibility for your own work

with minimum guidance;• select and apply information management skills and use appropriate technology in the

production of an accomplished critique with minimal supervision.

AimsThe aims of this unit are to:• develop your ideas and produce a critique that provides a sound theoretical and

contextual framework for your portfolio of work;• help you gain comprehensive knowledge as well as critical and contextual

understanding of the musical field of your choice;• consolidate your critical, analytical and reflective skills so that you can articulate

abstract concepts into coherent written information;• build your confidence in applying information management skills and appropriate

technology to the production of a written critique of high academic standard.

Indicative syllabus content• Key concepts within musical culture.• Strategies for sourcing and researching relevant learning materials.• Conventions for writing academic essays.• Negotiated learning that will lead to the production of a short essay; a literature review;

and the development of an extended, dissertation-style essay.

50 BA(Hons) Music

Music 3: Sustaining Your Practice | 40 credits

Sustaining Your Practice represents the culmination of the 3rd level of study, where you will amalgamate the practical project that you started in Major Project and your contextual and theoretical research conducted in Contextual Studies. You will use Sustaining Your Practice to complete and resolve the presentation of your major project and deliver it to a public audience, selecting a form (e.g. lecture recital, performance) as appropriate to your project.

Sustaining Your Practice will guide you through the various stages of organising a performance or lecture recital, and preparing yourself for extending and sustaining your musical practice beyond the OCA degree pathway. You will develop your understanding of the professional context with which you intend to engage (composition, orchestration/arranging, editor) and your appreciation of the myriad professional opportunities within the music sector. You will examine funding opportunities, the importance of social media and networking to promote your work and to engage your practice with new audiences.

Chris Lawry, Screen grab from Sibelius

51 BA(Hons) Music

Learning outcomesOn successful completion of the unit you will be able to:• demonstrate comprehensive knowledge of the professional context(s) relevant to your

practice and have an understanding of the professional dimensions that underpin a successful music career.

• coherently present a body of work, making creative presentation decisions that complement your subject and/or your artistic strategies, reflect critically on your work and on the work of other practitioners.

• operate in complex commercial contexts requiring the application of specific interpersonal, professional and business skills within an ethical framework;

• independently disseminate your body of work by establishing relationships and networks with audiences, clients and markets.

AimsThe aims of this unit are to:• develop your knowledge of the music industry; • develop your understanding of the variety of creative strategies for presenting and

contextualizing your work practice; • develop the necessary interpersonal and business skills to operate effectively in a

professional creative environment within ethical boundaries;• help you to disseminate your work by developing professional relationships with

markets and audiences; • further develop your critical, analytical and evaluative skills so that you can identify and

develop your practice and entrepreneurship.

Indicative syllabus content• Identifying project partners and potential sources of funding – grants, awards and

crowd funding.• Developing a critical support network.• Approaching promoters and publishers• Social media, marketing opportunities and professional associations.• The music market, professional outlets for your work.• Work placement opportunity.

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