course specification€¦ · the bmus (hons) composition sits at the heart of the london college of...

Course Specification Template – September 2018 of 36

Course Specification PART A: About the Course 1. Qualification (award and title and, where appropriate, Apprenticeship Standard

title and code): BMus (Hons) Composition (Film / Theatre) BMus (Hons) Composition with Foundation

2. Delivery Partners and Recognition: who delivers this course, where? Is it

accredited by any professional bodies?

Campuses/Partners Recognised/accredited by

UWL (Paragon House, St Mary’s Road, Reading)

UWL

Branch Campuses n/a Partners Singapore Raffles Music College

456 Alexander Road #09-02 S119962 Singapore

3. Course Description: a short descriptive statement used for publicity (max. 1150 characters):

Course Description

The BMus (Hons) Composition sits at the heart of the London College of Music, and it represents a creative hub for innovative, forward-thinking musical minds. In line with today’s creative industries, the new BMus (Hons) Composition Course offers a unique twofold pathway with specialisms in either Film Composition or Theatre Composition, with the facility to undertake optional modules from both the Film and Theatre strands to create a unique, more generic course of study. These pathways represent the most significant routes contemporary composers take in their professional life, and they therefore aim to directly bridge your university studies with both the creative industries and your future career. The Film and Theatre pathways are here intended in a holistic way, enabling students to engage with different genres: the Theatre pathway considers composition for musical theatre, opera and experimental music-theatre; the Film pathway encompasses composition for film, television and video games.


The students wishing to pursue a specialism in Film Composition will have to choose all the Level 5 and 6 optional modules dedicated to this area of composition. Similarly, the students wishing to obtain a specialism in Theatre Composition will have to choose all the Level 5 and 6 optional modules dedicated to this this latter area of composition. Such choices will determine the final award title: BMus (Hons) Composition (Film), or BMus (Hons) Composition (Theatre). On the contrary, those students who wish to undertake optional modules from both the Film and Theatre strands (within the overall 360 credits limit), will be awarded the generic title of BMus (Hons) Composition. Please find below, separately, the relevant Structure Diagrams for BMus (Hons) Composition, BMus (Hons) Composition (Film), and BMus (Hons) Composition (Theatre). All students have to initially enrol on the generic BMus (Hons) Composition course, and are subsequently required to indicate, once Level 4 is completed, before the start of Level 5, which optional modules they intend to undertake at both Level 5 and 6. This will in turn identify which pathway the student will undertake and its relative award title. Students wishing to change their optional modules at a later stage will gain the generic BMus (Hons) Composition title. The BMus (Hons) Composition with Foundation course offers the opportunity to gain the necessary knowledge, skills and techniques that form the basis for Level 4 study. The Course aims to develop your technical and creative skills as composer, exploring a variety of compositional styles, methods and aesthetics that range from historical to 21st century fashions. Similarly, it invites you to discover, investigate and discuss the concepts and principles that drive musical composition, as both an artistic and scholarly practice. The manifold modules encompassed within the Course, ultimately, will enable you to develop your own voice as a composer, broad your technical and artistic horizons, and create exciting networking opportunities. The Theatre and Film Composition pathways equally offer a balanced spread of practice-based activities, historical-theoretical studies, and industry-related insights. Similarly, the students who select a variety of options from the Film and Theatre stands will explore a range of topic, concepts and techniques that enables them to gain a well-rounded and versatile knowledge of composition. Alongside a traditional exploration of compositional practices – through modules such as Composition and Harmony, and Composition and Orchestration – the Course provides a unique focus on the relationship between music and narrative, which you will encounter in the modules Music and Narrative: Concepts and Music and Narrative: Case Studies. This emphasis will allow you explore music and composition in relation to drama, narration, discourse, images and action; elements that will strengthen and expand your compositional vision and ideas. The Level 5 and 6 optional modules that will determine your composition specialism and pathway include, for instance, Music for Stage, Music for Screen, Composing for Text and Movement, and Orchestration for Film and TV, among others. Also, the Course will give you the opportunity to gain a robust understanding of the dynamics of the creative industries, through modules such as Business Skills for the Music Industry and Promoting your Career, as well as develop and discuss your own portfolio of works, which will allow you to promote yourself in your professional career.


The Level 3 Foundation year is co-taught with the BMus (Hons) Performance with Foundation course. This year of study concentrates on foundational musical elements, and it will allow you to explore those technical skills and theoretical ideas that form the basis of music making and creative thinking. Similarly, the Foundation year will allow you to gain the technical and intellectual confidence to progress onto your Level 4 undergraduate studies.

4. Course Structure Diagram: a visual overview of the programme of study

The Level 3 and 4 Structure Diagrams solely include core modules, and they therefore apply to all BMus (Hons) Composition (Film / Theatre) and BMus (Hons) Composition with Foundation students, regardless of their pathway.

LEVEL 3 [ BMus (Hons) Composition with Foundation ]

Semester 1 Semester 2

Making Music: Techniques (new: 20 credits, core)

Making Music: Ensemble (new: 20 credits, core)

Academic Performance (new: 20 credits, core)

Personalised Learning (new: 20 credits, core)

Music Theory and Sounds (new: 20 credits, core)

Forms, Styles and Repertoire (new: 20 credits, core)

LEVEL 4 [ BMus (Hons) Composition (Film / Theatre) ]


Composing for Keyboard (new: 20 credits, core)

Composition and Harmony (new: 20 credits, core)

Music and Narrative: Concepts (new: 20 credits, core) (research method module)

Music and Narrative: Case Studies (new: 20 credits, core) (research method module)

Understanding Creative Industries (new: 20 credits, core)

Stylistic Composition (new: 20 credits, core)


The following Level 5 and 6 Structure Diagrams are outlined according to pathways. Please find below separate Level 5 and 6 Structure Diagrams for, in order, BMus (Hons) Composition, BMus (Hons) Composition (Theatre), and BMus (Hons) Composition (Film).

LEVEL 5 and 6 [ BMus (Hons) Composition ]

Level 5


Composing for Ensemble (new: 20 credits, core)

Composition and Orchestration (new: 20 credits, core)

Business Skills for the Music Industry (new: 20 credits, core)

Music Editing for Film and TV (new: 20 credits, optional)

Music for Screen (new: 20 credits, optional) (research method module)

Interactive Music and Sound for Video Games (new: 20 credits, optional)

Music for Stage (new: 20 credits, optional) (research method module)

Composition for the Acting Voice (new: 20 credits, optional)

Composing for Text and Movement (new: 20 credits, optional)

Level 6


Advanced Composition (new: 20 credits, core)

Composition Portfolio (new: 20 credits, core)

Promoting your Career (new: 20 credits, core)

Orchestration for Film and TV (new: 20 credits, optional)

Composing for the Acting Ensemble (new: 20 credits, optional)

Research Project (new, year-long module: 40 credits, core)

LEVEL 5 and 6 [ BMus (Hons) Composition (Theatre) ]

Level 5






Composition for the Acting Voice (new: 20 credits, optional)

Music for Stage (new: 20 credits, optional) (research method module)

Composing for Text and Movement (new: 20 credits, optional)

Level 6





Composing for the Acting Ensemble (new: 20 credits, optional)

Research Project (new, year-long module: 40 credits, core)

LEVEL 5 and 6 [ BMus (Hons) Composition (Film) ]

Level 5





Music Editing for Film and TV (new: 20 credits, optional)

Music for Screen (new: 20 credits, optional) (research method module)

Interactive Music and Sound for Video Games (new: 20 credits, optional)

Level 6





Orchestration for Film and TV (new: 20 credits, optional)

Research Project


(new, year-long module: 40 credits, core)

5. Course Aims and Content by Level: what is this course all about and how does it build and develop over time?

Note for all LEVELS

All three BMus Levels (4, 5 and 6) of the BMus (Hons) Composition course evolve around three strands, which are equally distributed across the three Levels. These strands are respectively dedicated to: practical, composition-specific skills; historical and theoretical knowledge; and career pathways. The modules devoted to the development of the first strand feature a thorough exploration of compositional skills and techniques, harmonic mechanisms, orchestration, and artistic creativity. The historical and theoretical strand enables an academic and conceptual study, encouraging all students to explore scholarly ideas, research methods, and critical thinking. The strand dedicated to career pathways proposes an exploration of the creative industries as well as an insight into the professional practices needed for self- and career-promotion. All strands, ultimately, aims to provide a broad, artistic, and open-minded vision on the relationship between theory and practice within the field of music and composition, encouraging you to develop your own voice as a composer and as an artist.

Level 3, featured on the BMus (Hons) Composition with Foundation course, also articulates three strands, dedicated to the follow three aspects: practice-specific skills, aimed at providing technical security; general musicianship skills, which intend to theoretically complement the practical activities; and academic knowledge, aimed at developing both critical thinking and scholarly practices.

Specifications about the Theatre, Film and generic Composition pathways

Reference Points:

• The Frameworks for Higher Education Qualifications of UK Degree-Awarding Bodies

• Subject Benchmark Statements

• Foundation Degree Benchmarks

• Characteristics Statements

• All available at: http://qaa.ac.uk/quality-code/the-existing-uk-quality-code# Apprenticeship standards Available at: https://www.gov.uk/topic/further-education-skills/apprenticeships/latest

• PSRB standards (as appropriate)

http://qaa.ac.uk/quality-code/the-existing-uk-quality-code



https://www.gov.uk/topic/further-education-skills/apprenticeships/latest




The Course is designed according to a linear, progressive journey that initially provides you with the underlying skills and concepts of music composition, a range of stylistic approaches, and an exploration of the relationship between music and narrative. Subsequently, at Level 5 and 6, alongside core activities, you will be offered the opportunity to set your own pathway through a number of optional modules that will enable you to gain specialist knowledge and skills.

Levels 3 and 4 are designed as platforms for all composition students to gain fundamental skills and concepts, and they therefore solely encompass core modules that will set a solid ground for further specialisation. At Level 5 and 6, on the contrary, you will be able to follow different trajectories, choosing between a total of eight different optional modules. The combinations of these optional modules will determine your Composition pathway.

If you were to choose the Theatre Composition pathway, the optional modules you should select include: Music for Stage (Level 5) Composition for the Acting Voice (Level 5) Composing for Text and Movement (Level 5) Composing for the Acting Ensemble (Level 6) If you were to choose the Film Composition pathway, the optional modules you should select include: Music for Screen (Level 5) Music Editing for Film and TV (Level 5) Interactive Music and Sound for Video Games (Level 5) Orchestration for Film and TV (Level 6) Finally, if you were to choose a variety of optional module from both the Theatre and Film pathways, making sure you reach a total of 120 credits per Level, you will be able to create your own, more generic course of study. At the same time, you will be able to explore specific concert composition practices and other techniques as part of your year-long Research Project and the continuous programme of composition modules offered across all Levels.


LEVEL 3

The Foundation year addresses the practical and theoretical rudiments of music studies, enabling you develop that essential technical security and musical knowledge that forms the basis of the music practitioner. This Foundation year is co-taught with BMus (Hons) Performance with Foundation, providing the opportunity to establish collaborations and musical exchanges between performance and composition students from an early stage. Through a number of one-to-one lessons and group sessions, the Making Music modules aim at developing your technical skills in composition, while allowing you to experience and exercise ensemble work. General principles of musicianship, score reading and writing, aural recognition, and musical structure, will be explored in the modules Music Theory and Sounds, and Forms, Styles and Repertoire. These will provide you with the necessary knowledge and understanding to support and complement your compositional, practice-based studies. The Academic Performance and Personalised Learning modules, finally, will enable you to explore music as a bearer of ideas, identity, and discourse, developing your critical and scholarly thinking and allowing you to become a successful and independent learner. The overall Foundation year is designed to enable you to gain both the technical and intellectual confidence to progress onto your Level 4 undergraduate studies. LEVEL 4

Level 4 focuses on an exploration of the underlying concepts and principles of music composition, through both a range of practical applications and an investigation of theoretical ideas. From a technical perspective, you will consider, analyse and reproduce key methods and practices of keyboard compositions, as well as the fundamental principles of counterpoint and harmonic organisation. You will encounter these topics and practices in the modules Composing for Keyboard and Composition and Harmony. The Stylistic Composition module will enable you to both explore and pastiche a range of compositional styles that will give you a robust insight into the practices and aesthetics of established composers. These modules will allow you to evaluate the appropriateness of different key styles and techniques,


as well as consider a variety of approaches to solving problems within the field of composition.

Music and Narrative: Concepts and Music and Narrative: Case Studies, on the contrary, will provide a thematic investigation of musical ideas in relation to narration, drama, images and action. These two modules offer a twofold opportunity: on the one hand, the will enable you to engage with historical and academic observations, ranging from early music and opera to 20th century instances; on the other, they will provide you with fundamental concepts of stage and screen composition, which you will then further develop at Level 5 and 6. The Music and Narrative modules will allow you to develop an ability to evaluate, interpret and present – through written and oral work – artistic and intellectual ideas that will form and support your own compositions. Similarly, they will enable you to make informed musical judgements and logical lines of arguments.

Finally, the Understanding Creative Industries module will provide an initial insight into the mechanisms and dynamics of your professional life, setting the ground for your professional pathway.

LEVEL 5

Level 5 aims to both expand your critical understanding of the musical principles encountered at Level 4 and broad your range of the compositional techniques and approach. The Composing for Ensemble and Composition and Orchestration modules, in fact, will enable you to apply the harmonic, melodic and contrapuntal principles previously explored to a variety of instruments, chamber combinations and the orchestra. These two modules will provide you with the opportunity to link and assimilate composition and orchestration, allowing the two to be complementary disciplines. Concomitantly, they will enable you to ponder and evaluate compositional possibilities, combinations and limits. Aside established western practitioners, in order to promote principles of inclusivity, some sessions will be dedicated to contemporary female and BAME composers as for instance Julia Wolfe, Judith Weir and Tan Dun. Level 5, at the same time, allows you to specialise in one of the three pathways offered by the Course (Stage, Screen and Concert). In Semester 1, the optional modules Music for Stage and Music for Screen offer a historical and intellectual journey, respectively in stage/theatre and film/tv applications. These will enable you to both gain knowledge


of composition as an interdisciplinary discipline and apply such a knowledge to a variety of musical contexts. Similarly, they will provide an insights into the main methods of academic enquiry, which is here intended as theoretical investigation as well as score analysis. The optional modules in Semester 2 (Composing for the Acting Voice, Composing for Text and Movement, Music Editing fir Film and TV, and Interactive Music and Sound for Video Games) intend to provide specialist skills and knowledge, applying fundamental compositional concepts and ideas to particular sectors of contemporary composition. These options not only aims to offer a broad knowledge and understanding of your field of study, but also intend to directly bridge your university studies with today’s compositional practices. These four modules will give you the opportunity to compose original and pastiche scores in a variety of styles, while supporting the development of your voice as a composer and offering you the possibility to reflect on the notion of composition itself. Finally, the Business Skills for the Music Industry module aims to develop your self-awareness in the context of entrepreneurial personality, characteristics and traits, increasing your awareness of self-employment, and the portfolio career, as a possible career option.

LEVEL 6

Level 6 concentrates on a twofold aim: on the one hand, it wishes to provide you with the opportunity to develop your own voice as a composer, broadening your artistic horizons and enabling you to create a portfolio of works that you can use for your future self-promotion; on the other, it aims to offer the opportunity to develop a systematic understating of specialised skills, strengthening your technical abilities within the fields of composition, orchestration and academic research. The Composition Portfolio and Research Project will fulfil the first aim: drawing from previous exercises, pastiches and theoretical exploration, these two modules enable you to compose original scores while joining practical work and intellectual reflection. Concomitantly, you share and debate your musical ideas through presentations and class discussion, developing a robust ability to sustain arguments, challenge notions, and expose own reflections. Advance Composition and the optional modules Composing for the Acting Ensemble and Orchestration for Film and TV intend to satisfy the second aim. These, in fact, offer an investigations of instances, aesthetics and techniques of a sophisticates and specialist nature. In these modules you will explore 20th and 21st works and concepts that display advanced skills and ideas, not only enriching your overall knowledge of contemporary, commercial and


avant garde styles, but also widening your artistic and intellectual horizons. Aside established western practitioners, in order to promote principles of inclusivity, some sessions will be dedicated to contemporary female and BAME composers as for instance Errollyn Wallen and Meredith Monk. The Promoting Your Career module, in line with Level 4 and 5’s industry-related modules, is designed to help you develop an understanding of personal promotion and marketing skills; allowing you to develop an individual marketing plan which can be utilised in the first twelve months after graduation.

6. Course Contact Hours: how much time should I commit to this course?

Learning hours are determined by credits. One credit is worth 10 learning hours, so a 20 credit module is 200 learning hours, a 30 credit module is 300 hours etc. This is the amount of time you should be prepared to commit to each module.

Learning hours are divided into: taught or ‘contact’ hours, i.e., the amount of time students spend in contact with academic staff, whether through face-to-face classes or online learning; and independent study, i.e., the amount of time students are expected to spend on their study and assessment preparation. Some kinds of learning mix contact time and independent study, for instance presentations or workshops by invited experts, or sessions where you are working in groups on a project but can call on academic staff for advice or feedback on your work so far. You also have one-to-one time with academic staff in personal tutorials.


7. Course Learning Outcomes: what can I expect to achieve on this course?

Level 3 Level 4 Level 5 Level 6

Knowledge and understanding

1. Demonstrate knowledge of and the ability to recognise and discuss the fundamental principles, forms and techniques of music composition;

2. Recognise, name and memorise a variety of basic music theory elements and instrumental characteristics;

3. Review and discuss musical and compositional practices and forms in line with the activities, repertoire and concerts explored during the course;

4. Follow and adhere to the fundamental principles of critical and academic thinking.

1. Demonstrate knowledge of and the ability to contextualise the underlying forms and techniques of music composition through stylistic applications and tutors’ guidance;

2. Recognise, name and memorise a variety of basic compositional skills related to keyboard writing, functional harmony, and stylistic processes;

3. Review and discuss elementary structures and forms within compositional contexts, as well as within the relationship between music and narration;

4. Follow and adhere to the fundamental principles of the creative industries.

1. Demonstrate detailed subject-specific knowledge of composition skills and techniques applied to instrumental, ensemble and orchestral writing;

2. Undertake critical analysis of the main forms of musical composition, particularly in relation to screen and stage applications;

3. Distinguish and apply technical and creative compositional ideas to both own and ` compositions;

4. Demonstrate knowledge and understanding of historical and 20th century instances of compositional practices, evaluating relevant

1. Select and evaluate information and insights from scholarly discourse and relate them to the practice and experience of music composition.

2. Assess musical ideas and develop them in an creative, individual and relevant way.

3. Demonstrate proficiency in the harnessing of resources for the purposes of setting composition and music in an artistic and expressive way and presenting it to an industry standard.

4. Gather, synthesize, develop and evaluate theoretical and


applications to stage and/or screen work.

technical concepts, demonstrating the ability to quote from and acknowledge written sources.

5. Evaluate the possibilities and limits of compositional concepts, methods and techniques.

Making Music: Techniques Making Music: Ensemble Music Theory and Sounds Forms, Styles and Repertoire Academic Performance Personalised Learning

Composing for Keyboard Composition and Harmony Music and Narrative: Concepts Music and Narrative: Case Studies Understanding Creative Industries Stylistic Composition

-Composing for Ensemble -Composition and Orchestration -Music for Stage -Music for Screen -Composing for the Acting Voice -Composing for Text and Movement -Music Editing for Film & TV -Interactive Music and Sound for Video Games -Business Skills for the Musician

-Advanced Composition -Composition Portfolio -Research Project -Composing for the Acting Ensemble -Orchestration for Film and Television -Promoting Your Career

Intellectual skills

1. Review, copy and implement fundamental ideas and techniques relevant to the practice of composition and music making;

2. Under guidance, identify and discuss musical and compositional topics;

1. Review and select fundamental information, concepts and notions relevant to the practice of composition;

2. Under guidance, indicate, contextualise and discuss musical and compositional topics;

1. Analyse and compare the key theories and skills of musical compositions, identifying scholarly problems and providing pragmatic, compositional solutions;

2. Examine arguments and notions, contrasting their

1. Demonstrate a systematic understanding and application of the key concepts that are proper to music composition, while managing own learning;


3. Identify and review a scholarly argument with confidence;

4. Recognise and discuss basic musical ideas in relation to form, concepts and discourse.

3. Identify and review an argument with confidence;

4. Recognise and discuss stylistic developments within different eras of composition.

relevance and appropriateness to historical and contemporary composition, as well as to stage/screen/concert contexts;

3. Demonstrate an ability to examine and make us of orchestration skills for small and large ensembles, compare key methods and styles, and considering both intellectual and practical processes.

4. Question and control different compositional styles and techniques applied to images, film, text, voice and movements;

2. Evaluate how music interconnects with other disciplines in the arts; specifically within the textual, theatrical and cinematographic fields, showing an awareness of the implications of an interdisciplinary approach to music for creation, innovation and research.

3. Develop compositional work pondering the relationships between practice and theory in music, as applicable to the particular area studied, showing the ability to question the nature of theoretical constructs in music and their relevance;

4. Analyse and synthesise conceptual information from a variety of media, defining a coherent scholarly purpose;


5. Assess your own reflective practice to judge practical and theoretical work undertaken.




-Advanced Composition -Composition Portfolio -Research Project -Composing for the Acting Ensemble -Orchestration for Film and Television

Subject practical skills

1. With direction, adhere to the fundamental principles of music notations, as discussed in class;

2. Implement the fundamental compositional techniques in line with the repertoire explore in class;

3. Identify and discuss the fundamental relationships between music, intellectual ideas, narrative discourse and identity;

1. With direction, re-create compositional works adhering to the fundamental forms and styles discussed in class;

2. Implement, with clarity and confidence, the fundamental techniques, forms and procedures that are proper to musical composition;

3. Select and implement the underlying notions and practices of music composition that relate to narration and discourse;

1. Operate within a variety of compositional situations to display technical, creative and aesthetic skills in music scoring;

2. Within defined guidelines and parameters, and with reduced supervision, sketch and complete own compositions with stylistic coherence;

3. Demonstrate a critical consideration and implementation of underlying instrumental and stylistic concepts within

1. Construct original compositional material both autonomously and within agreed guidelines;

2. Develop the ability to convey personal expression and imagination in practical music-making through employing appropriate technical and interpretative means;


4. Recognise and discuss the intellectual demands of musical practices within own work.

4. Follow compositional styles and structures with informed and logical thinking;

5. Recognise and convey the intellectual demands of composition within own work.

original and pastiche composition.

4. Examine and test compositional possibilities, approaches and limits.

3. Develop an individual musical personality or 'voice', through advanced technical skills and deeper levels of interpretative insight;

4. Develop the ability to recognise and respond to aspects of musical organisation, whether aurally or by studying a written score, demonstrating the ability to internalise and reconstruct musical materials, whether aurally or in written form.

5. Select and evaluate industry specific topics and techniques, specifically within the filds of concert, stage and screen composition.

Making Music: Techniques Making Music: Ensemble Music Theory and Sounds Forms, Styles and Repertoire Academic Performance

Composing for Keyboard Composition and Harmony Music and Narrative: Concepts Music and Narrative: Case Studies

-Composing for Ensemble -Composition and Orchestration -Music for Stage -Music for Screen

-Advanced Composition -Composition Portfolio -Research Project -Composing for the Acting Ensemble


Personalised Learning

Understanding Creative Industries Stylistic Composition

-Composing for the Acting Voice -Composing for Text and Movement -Music Editing for Film & TV -Interactive Music and Sound for Video Games -Business Skills for the Musician

-Orchestration for Film and Television -Promoting Your Career

Transferable skills

1. Adhere to conventional practices of collaborative music making, demonstrating consideration for preparation, teamwork and commitment;

2. Identify and implement scholarly practices to develop critical thinking and independent learning;

3. Recognise and adhere to the ethical implications of musical works;

4. Discuss how theoretical methods inform practical work.

1. Identify and define the dynamics of composition in relation to harmony, instrumentation and narration;

2. Implement independent research and background study to support practical and theoretical work;

3. Recognise and adhere to the ethical implications of composition works;

4. Discuss how theoretical methods inform practical work, re-creating, with guidance, these methods.

1. Demonstrate an awareness of different professional and cultural contexts within the field of composition and orchestration;

2. Demonstrate the ability to work independently, and to show self-motivation and critical self-awareness;

3. Demonstrate intellectual curiosity and the potential for continuing artistic and creative development;

4. Demonstrate an awareness of the professional mechanisms and interpersonal relationship requited from a composer within the music industry.

1. Develop a solid sense of autonomy within both academic and practical contexts;

2. With intellectual curiosity, evaluate the potential for continuing artistic and creative development, demonstrating the potential for artistic and creative leadership and innovation.

3. Develop independent work, showing self-motivation and critical self-awareness, demonstrating the ability to produce independent work of high quality (rigorous, defensible, robust, imaginative).

4. Evaluate and compare different professional


and cultural contexts, demonstrating the ability to adapt and respond creatively to different professional and cultural environments.




-Advanced Composition -Composition Portfolio -Research Project -Composing for the Acting Ensemble -Orchestration for Film and Television -Promoting Your Career


8. Learning, Teaching and Assessment Strategies: how will I learn, how will my

learning be assessed, and why are these the most appropriate methods? Add or delete rows to the table as required. Level 3 At Level 3, the BMus (Hons) Composition with Foundation course focuses on the practical and theoretical rudiments of music studies, enabling the student to develop the essential technical security and musical knowledge that forms the basis of the music practitioner. Some modules include practical activities aimed at allowing students to both explore and exercise the technicalities of music, music making and composition, including, for instance, instrumental scoring, ensemble playing, aural recognition, and music theory quizzes. Similarly, other modules intend to develop the students’ theoretical knowledge of both music-specific topics and academic practices, enabling a consideration of music as a scholarly discipline. Teaching and learning activities wish to encourage critical thinking, allowing the students to become independent learners as well as music collaborators. Assessments include a variety of formats, including creative portfolios, written reviews and presentations, encouraging a well-rounded approach able to reflect musical and compositional applications. Similarly, the Academic Performance and Personalised Learning modules comprise continuous assessments, inviting the students’ to reflect on continuous learning and supporting their routine of scholarly activities.

Level 4 At Level 4, the BMus (Hons) Composition course aims to develop practical skills and abilities as well as a theoretical understanding of the key concepts and practices. Practical skills mostly entail tutors teaching you specific skills as part of lectures and workshops. This will include analytical sessions in which you examine and discuss examples from both established repertoire and your own works. The scores that you will be asked produce will include both original works and pastiches of others’ styles and techniques. This process is accompanied by historical and theoretical investigation that will be encompassed within traditional lecturer, analysis of scores and audio-visual material, research tasks, and oral presentations. All these activities aim to offer the opportunity to gain knowledge and understanding of musical and compositional topics, whilst enabling you to develop both critical thinking and informed awareness of foundational concepts.


In line with this, the assessments will comprise of practical compositions, oral discussions and brief written assessments that will frame and demonstrate your understanding of conceptual ideas. Tutors will encourage you to consider the why and how of the topics and skills you have learned. As part your learning, you will be encouraged to contextualise yours and others’ work, so to develop a gradually growing sense of coherence and personal reflection. The modules will include a number of formative assessments, during with you will be able to monitor your own progression and discuss it with both tutors and peers. The three basic strands the Course proposes – composition-specific skills, historical and theoretical knowledge, and career pathways – will inevitably overlap in both theoretical and practical applications, always encouraging you to consider your learning in interdisciplinary, inclusive and holistic ways. Level 5 Level 5 continues the approach established at Level 4, covering the three basic strands of study. Though, here, at Level 5, you will be required to show a greater mastery of your core skills, both practically and intellectually, and to demonstrate a greater awareness of the context of the work you explore and/or create. From a compositional point of view you will focus on instrumentation, orchestration, and harmonic applications to these disciplines, and the teaching will be provided through lectures, practical demonstrations, score analysis, and aural examinations of audio-visual material. Similarly, the specialist/optional modules will deliver content through a mixture of traditional lectures and practical workshops, during which you will engage with both practical, compositional tasks and critical discussions. Assessments intend to reflect this approach, requiring you to produce written compositions as well as written and oral reflections aimed at complementing your creative works. As you will be exploring a variety of styles and techniques, you will be asked to produce both pastiche and original works, so to be able to compare and contextualise your scores with those established works and composers you will be exploring within modules. Your learning of historical and theoretical topics will emerge from a consideration of relevant instances of selected from musical repertoire drawn from concert, stage and screen compositions. Aside established western practitioners, in order to promote principles of inclusivity, some sessions will be dedicated to contemporary female and BAME composers. At Level 5 (and Level 6), you will be encouraged to generate creative work with students from other courses within the Performing Arts fields, enabling you to develop cross-course collaboration and interdisciplinary thinking. Where appropriate, students are encouraged to use their IT skills to enhance these learning and assessments. This might include


using music-specific software such as Sibelius or ProTools, which the College can offer through the music editing suits. Level 6 At Level 6, the learning and teaching activities will focus on both the development your own original voice as composer and your acquisition of advanced compositional skills. The development of your artistic voice will be encouraged through the Research Project and Composition Portfolio modules. Although these are guided through academic supervision and regular workshops, they intend to encourage your autonomy as both a composer and academic researcher. Teaching sessions will consider the mutual exchanges between practical activities and theoretical approaches, instilling a solid reflection of the dynamics and benefits of practice-as-research. Specialist/optional modules will be delivered through a mixture of analytical sessions, traditional lectures and group discussions. This variety of teaching deliveries will enable you assimilate your learning through flexible methods, while allowing you discuss your own compositions and creative ideas. Assessments will focus on the principles of creativity, originality, artistic voice, independence. As part of these you will be required to produce original compositions for a variety of ensembles, as well as in a variety of styles, encouraging your versatility as a composer. Also, you will be encouraged to cross-course collaborate with students/practitioners from both the Performance and Performing Arts course. In line with Level 4 and 5, the industry related module will invite you consider yourself and your work within the context of the creative industries, and it will be assessed through a portfolio of works through which you will be asked to demonstrate your understanding and awareness of the professional life. Your will be encouraged to generate creative work with students from other courses within the Performing Arts fields, enabling you to develop cross-course collaboration and interdisciplinary thinking. The three basic strands the Course proposes – composition-specific skills, historical and theoretical knowledge, and career pathways – will intentionally overlap in both theoretical and practical applications, always encouraging you to consider your learning in interdisciplinary, inclusive and holistic ways.

9. Formal and Informal Links with External Organisations/Industrial Partners:

what opportunities are there for me to interact with professional contacts?

Performing Companies The BMus Performance course and more widely, the LCM, has close connections, association and partnership with the organisations listed below. They enrich student


learning by engaging in joint projects, workshops and auditions and offering side-by-side performing experiences. Some students and graduates of the course have secured chorus places and roles with Holland Park opera. Other graduates have entered the armed services as musicians. Holland Park Opera City of London Sinfonia Corps of Army Music Coldstream Guards Venues and Concert Organisations The course has associations (some close) with the organisations listed below which offer rich performance experiences for solo and ensemble music-making for BMus students. The Ealing Film and Music Festival The John Ireland Society St Mary’s Church Ealing W5 St Thomas’ Church Hanwell St Barnabas’ Church Pittshanger UWL -based Organisations LCM Exams offers the opportunity for BMus students to obtain additional professional diplomas in music performance alongside their degree study. LCMLive is the principal vehicle for student performances within UWL and beyond and Blast Radio offers an additional means of performing experience. LCM Exams LCMLive Blast Radio Professional Organisations, Companies and Unions The following professional organisations attend career days hosted by UWL and give talks and workshops. They offer advice to students on the various aspects of musical careers. Incorporated Society of Musicians Musician’s Union British Academy of Songwriters, Composers and Authors Music Managers Forum Performing Right Society Apple Computers

10. Admissions Criteria: what qualifications and experience do I need to get onto the course?


BMus Composition 112-128 UCAS points This can include: A levels at grades B, B and C BTEC Extended Diploma at Distinction, Merit, Merit Access to HE Diploma Applicants will also need GCSE English and maths (grade 9-4/A*-C) or level 2 equivalents Applicants would normally be required to have a minimum standard of music ability – currently Grade 8 (or equivalent) standard alongside Grade 5 Music Theory. Applicants with equivalent or professional experience are welcome to apply. Applicants will be required to submit a composition portfolio demonstrating knowledge of Grade 5 Music Theory and musical notation. BMus Composition with Foundation 72 UCAS points This can include:

A Levels at Grades B and C (if you have two A levels) or grades D, D and D (if you have three), or above. BTEC Extended Diploma with Merit, Merit, Pass Access to HE Diploma

You also need GCSE English and Maths (grade 9-4 / A*- C) or Level 2 equivalents, and will need to provide a composition portfolio demonstrating knowledge of the rudiments of music writing and notation. IELTS Score for International Students (including the minimum score in all elements)

Standard UG: 6.0 With a minimum of 5.5 in any individual element

11. Student Support Arrangements, including ‘in-company’ support for Apprenticeships and PDP: what kinds of academic and pastoral support and advice are available?


STUDENT SUPPORT Library Resources The University Library (Paul Hamlyn Library) provides a wide range of services, resources, advice and help to support teaching, learning and research across the institution. This is located at St Mary’s Campus. All students are automatically members of the Library. The Unique card is also the Library card, and borrowing rights are automatically set according to course and status. Self-service machines are available at all Libraries, allowing for independent borrowing when service desks are not staffed. The Academic Support Librarians provide help and support throughout the learner journey, running training sessions on a regular basis on topics such as Refworks and referencing, or database search strategies, and offering one-to-one advice on finding detailed resources for assignments by appointment. Further information including opening hours and contact details is available at: http://library.uwl.ac.uk/use/sites/opening_hours.html University-wide Support Services for all students:

• Careers and Employment Services • Student Advice • Disability and Mental Health Advice • Information and Funding Team • Accommodation Service • Chaplaincy • Counselling • Students’ Union • Mentoring

Student advice, help and support is further detailed in the Student Handbook with regard to University facilities, services and current policies: http://www.uwl.ac.uk/students/current-students/student-handbook Undergraduate courses The University-wide support framework encompasses:

• Induction • Course Leaders • Module Leaders • Personal Tutors • VLE (Blackboard) • In-course learning skills development* • Personal Development Planning (PDP)**

http://library.uwl.ac.uk/use/sites/opening_hours.html

http://www.uwl.ac.uk/students/current-students/student-handbook


*Learning skills include critical appraisal, reflection, literature searching, information technology, peer review, group work, presentation, research, practice/professional skills, note-taking, writing skills, electronic information retrieval, communication skills and independent study at home. **PDP has been formalised on undergraduate degree courses via the Personal Tutorial system delivered through levels 4-6. These tutorials are designed to support the development of academic skills (at level 4) employability (at level 5) and personal reflection and research enquiry linked to career options (at level 6). PDP is developed informally in other areas of learning through students’ development of personal skills such as time management, leadership, and teamwork. Guest speakers and field visits provide students with networking opportunities.

Continue to the next page for Section 12


12. Assessment Matrix: a list of all the assessments on the course, along with how much they count for and where they come in

the year.

Add or delete rows to the table as required and delete level numbers as appropriate

Module Title and Code Core /Optional (write C or O)

Credit Assessment Type (choose from the dropdown list)

Weighting (%)

Overall pass mark

Minimum percentage (PSRBs and Apprenticeships only)

Apprenticeships Only: contributes to ‘End-Point Assessment’ (write YES or NO)

Submission: Week Number (indicative)

Level 3:

Academic Performance

C 20 Written assignment

100% 40% Week 14, Term 1

Personalised Learning

C 20 Portfolio 100% 40% Week 16, Term 2

Forms, Styles and Repertoire (new)

C 20 Oral assignment 30% 40% Week 15, Term 1

Forms, Styles and Repertoire (new)


70% 40% Week 15, Term 2

Music Theory and Sounds (new)


40% 40% Week 16, Term 1

Music Theory and Sounds (new)


60% 40% Week 16, Term 2




Weighting (%)

Overall pass mark




Music Making: Techniques (new)

C 20 Practical 20% 40% Continuous assessment, Term 1



30% 40% Week 13, Term 1


C 20 Artefact 50% 40% Week 16, Term 1

Music Making: Ensemble (new)

C 20 Practical 20% 40% Continuous assessment, Term 2



30% 40% Week 13, Term 2



Level 4:

Composition for Keyboard (new)


Composition for Keyboard(new)


Composition and Harmony (new)





Weighting (%)

Overall pass mark




Composition and Harmony (new)


Understanding Creative Industries (new)

C 20 Written assignment 35%

40% Week 8, Term 1

Understanding Creative Industries (new)

C 20 Written assignment 65%

40% Week 16, Term 1

Music and Narrative: Concepts (new)


30% 40% Week 7, Term 1

Music and Narrative: Concepts (new)


Music and Narrative: Case Studies (new)


30% 40% Week 8, Term 1

Music and Narrative: Case Studies (new)





Weighting (%)

Overall pass mark




Stylistic Composition (new)


Stylistic Composition (new)


30% 40% Week 16, Term 2

Level 5:

Composing for Ensemble (new)


Composing for Ensemble (new)


Composition and Orchestration (new)


Composition and Orchestration (new)


Music for Stage (new)

O 20 Written assignment

30% 40% Week 7, Term 1

Music for Stage (new)

O 20 Portfolio 70% 40% Week 16, Term 1

Music for Screen (new)


70% 40% Week 16, Term 1




Weighting (%)

Overall pass mark




Music for Screen (new)


Business Skills for the Music Industry (new)


Business Skills for the Music Industry (new)


Composing for the Acting Voice (new)


30% 40% Week 7, Term 1

Composing for the Acting Voice (new)


Composing for Text and Movement (new)


30% 40% Week 8, Term 2

Composing for Text and Movement (new)

O 20 Artefact 70% 40% Week 16, Term 2

Music Editing for Film & TV (new)





Weighting (%)

Overall pass mark




Music Editing for Film & TV (new)


Interactive Music and Sound for Video Games (new)


Interactive Music and Sound for Video Games (new)


Level 6

Advanced Composition (new)


Advanced Composition (new)


Composition Portfolio (new)


Composition Portfolio (new)


Composing for the Acting Ensemble (new)


30% 40% Week 8, Term 2




Weighting (%)

Overall pass mark




Composing for the Acting Ensemble (new)


Orchestration for Film and Television (new)


Promoting Your Career (new)


Research Project (new)


20% 40% Week 14 of Term 1

Research Project (new)

C 40 Portfolio 80% 40% Week 16 of Term 2


13. External Examiner Arrangements: who checks the standards and quality of the course?

The Current External Examiner for BMus Composition is Dr Tim Ewers


PART B: Key Information

1. Awarding Institution University of West London

2. UWL School/College

LCM

4. Academic Partners and type of arrangement

Singapore Raffles Music College (as above)

5. Course recognised by

External Bodies (PSRBs) that have accredited this course. NB. If not all deliveries are accredited, please indicate which are/are not. Click here to enter text.

6. Sites of delivery List all sites where teaching is delivered, including partner sites University of West London

7. Modes and duration of delivery

List all modes of delivery and the duration (number of years) of each mode FT

8. Sequencing Choose an item.

9. Final enrollable award(s)

Full title(s) of all final award(s) for which students can enrol BA (Hons) Composition

10. Level of final award 6


11. Credit for final award (CATS and ECTS)

eg, BA(Hons) = 360 CATS/180 ECTS BA(Hons) = 360 CATS/180 ECTS BA (Hons) with Foundation 480 CATS / 240 ECTS

12. Exit awards and credits

Non-enrollable; for students who do not complete, 120 credits –CertHE 240 credits - DipHE

13. UCAS code(s) (UG programmes)

W388

14. QAA Subject Benchmarking Statement

Music

15. Apprenticeship Standard title and code

N/A

16. Course-specific Regulations

In most cases, standard UWL regulations apply. However, if special regulations apply to this course, please explain them here. Standard UWL regulations

17. Language of study English

18. Original approval Date

Click here to enter text.

Last Revision Date



PART C: Record of Approved Modifications Use the following table to list all modifications made to the programme between Validation/Review events. Add rows as necessary.

Approved Modifications to Course Specification since Validation/last review Course Specification Title

Module Level and title

Brief Outline of Modification

Approval by School/College Quality Committee

Approval effective from

Student cohort affected

Specify award titles/routes affected by change




Date and meeting minute



e.g. students entering Level 5 from AY2018


course specification€¦ · the bmus (hons) composition sits at the heart of the london college of...

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