BIMM Course Specification
Full title of the course & final award / BA (Hons) in SongwritingMode of attendance / Full-time
Length of course / This course is taught as a three-year course at levels four, five and six.
Start date / Initial validation of three-year course in 2014: first cohort 2014-15.
Awarding institution / University of Sussex
Teaching institution / BIMM Brighton and Manchester
UCAS code / 3C46
Language of study / English
Final award and exit awards / Certificate of Higher Education (exit award only at level 4)
Diploma of Higher Education (exit award only at level 5)
Bachelors Degree with Honours
UK Framework for Higher Education Qualifications (FHEQ) level / 120 credits at level four
120 credits at level five
120 credits at level six
External reference points / Quality Assurance Agency (QAA) Subject Benchmark in Music (2008)
QAA UK Quality Code (2013)
University of Sussex Partnership Procedures (2012-13)
Minimum period of registration / For the three-year course at levels four, five, and six: three years
Maximum period of registration / Six years (three year Course)
Admissions criteria / 80 UCAS tariff points (two A Levels at Grade E) and five GCSE’sat grade C or above including English. An equivalent qualification or experiential learning is acceptable via our Accreditation of Prior and Experiential Learning (AP(E)L) processes.
Date of Course Specification:
Revisions: / September 2013.
May 2014.
Educational Aims
The course aims to provide graduates with the knowledge and skills appropriate to a range of careers in the music and creative industries and are referenced to part A of the UK Quality Code. Students are encouraged to develop their individual creative ability and support this with the development of a high level of technical skill. In particular, the course aims to enable students to develop:
A range of physical, creative, technical and performance skills relevant to employment in professional musicianship and the creative industries
A comprehensive knowledge of contemporary practice for careers in the music business
A clear understanding of where their creative strengths lie and how these can be utilised in the creative industries and potential career opportunities
Initiative, personal responsibility and experience of collaborative working methods
The ability to be responsive and adaptable to changing needs and technologies
An understanding of key critical, social, cultural, historical and business concepts, issues and debates relevant to the area of modern music, and an ability to organise and sustain an argument
The ability to describe, comment upon, analyse and discuss particular aspects of current research or equivalent advanced scholarship at the forefront of contemporary popular music and the creative industries
Transferable skills in research, analysis, problem solving and critical reflection and visual, written and verbal communication skills
An appreciation and recognition of the uncertainty, ambiguity and limits of knowledge within music and the creative industries
The ability to manage and organise their own learning, and to make use of scholarly reviews and primary sources, such as research articles and/or original materials appropriate to professional musicianship.
BA year one, level four: Course Learning Outcomes
Knowledge and Understanding
Able to:
A1. Demonstrate awareness of key current issues in their area(s) of study
A2. Identify practices and structures within professional music industry contexts
A3. Learn and apply new concepts and ideas within a variety of subject-specific contexts
A4. Identify and reproduce symbols representing music and apply aural skills
Intellectual (thinking) skills
Able to:
B1. Communicate ideas clearly via visual, verbal and written modes of expression
B2. Analyse and summarise a variety of information and concepts from the field of study
B3. Evaluate a range of appropriate reading material and discuss the findings
B4. Acknowledge quotations from other’s work
Subject practical skills
Able to:
C1. Demonstrate appropriate technical skills in relation to instrumental or vocal performance or in composition
C2. Implement appropriate forms of musical expression, demonstrating an awareness of dynamics and structural development
C3. Articulate key aspects of musical styles and genres
C4. Apply skills necessary to performing music
C5. Demonstrate awareness of professional protocols and practices relevant to the field of music
Key/Transferable skills
Able to:
D1. Employ information and communication technology (word processing, email, online sources and other electronic information services) appropriately
D2. Undergo disciplined professional development including practicing, learning new repertoires, obtaining new skills and identifying career options and access routes to employment
D3. Present work to an audience as appropriate to professional contexts
D4. Utilise interpersonal skills to communicate ideas clearly and unambiguously within collaborative contexts
D5. Evaluate own work to inform further professional development
BA year two, level five: Course Learning Outcomes:
Knowledge and Understanding
Able to:
A1. Demonstrate familiarity with the key issues in the area(s) of study, and an appreciation of why these are important
A2. Digest pertinent academic literature and relate it to music practice
A3. Apply concepts from field of study to a related area of practice
A4. Make connections between the historical, cultural and socio-economic aspects of musical evolution
Intellectual (thinking) skills
Able to:
B1. Collect, combine and appraise information, using quotations from appropriate texts
B2. Analyse information to create and evaluate relevant arguments and ideas
B3. Acknowledge quotations and ideas from others’ work and question their hypotheses and assumptions
B4. Conceptualise and apply pertinent musical and academic theories and concepts in relation to own work
Subject practical skills
Able to:
C1. Demonstrate technical proficiency and sustained application of skills in relation to instrumental or vocal performance or in composition
C2. Implement appropriate forms of expression in order to perform music convincingly
C3. Aurally identify a range of musical features
C4. Make informed decisions about the choice and operation of appropriate musical equipment in different contexts
Key/Transferable skills
Able to:
D1. Apply information and communication technology for the purposes of research
D2. Present work as appropriate to audience expectations
D3. Acknowledge and implement recognised professional procedures
D4. Instigate continued professional development, including further practice and repertoire acquisition, exploring freelance opportunities, and initiating career moves
D5. Apply time management skills to demonstrate reliability and consistency
BA year three, level six: Course Learning Outcomes:
Knowledge and understanding
Able to:
A1. Demonstrate comprehension of key aspects in their field of study based on the latest advances in their discipline
A2. Evaluate theoretical and aesthetic concepts, relating them to practice
A3. Draw upon a varied repertoire in the creation of new works
A4. Discover and assimilate new musical concepts and repertoires
Intellectual (thinking) skills
Able to:
B1. Appraise issues in current research and scholarship
B2. Acknowledge the imperfections and limits of understanding within the discipline
B3. Combine inputs (materials, knowledge, intuition, convention) to generate informed and original output in written, aural, and practical work
B4. Propose, prepare, execute and appraise original work
Subject practical skills
Able to:
C1. Compose repertoire that demonstrates stylistic versatility and personal strengths
C2. Employ original ideas in an imaginative way in the creation of new works
C3. Draw upon contextual knowledge, musical analysis, personal development and listening skills to creatively interpret repertoire
C4. Execute work effectively and engagingly, acknowledging appropriate professional protocols
Key/Transferable skills
Able to:
D1. Direct their own learning, drawing on scholarly material such as research articles and/or original materials
D2. Synthesise original concepts from others, and present the results effectively
D3. Employ self-guided learning and work routines to create one’s own timetables, ensuring sufficient preparation time and meeting deadlines
D4. Apply problem-solving skills to cope with new situations, translate information and ideas, manage difficult situations, and work effectively under pressure
D5. Use reflective practice and critical thinking to undertake informed personal, academic and professional development.
BA (Hons) Songwriting Core Structure Diagram
Code / Year / FHEQ Level / Title / CreditsYear 1 Mandatory Modules:
BIMM03A / 1 / 4 / Music Business / 20
BIMM04 / 1 / 4 / Artist Development and Entrepreneurship / 20
BIMM31 / 1 / 4 / Songwriting Techniques / 20
BIMM32A / 1 / 4 / Songwriting Styles and Genres / 20
BIMM35 / 1 / 4 / Live Performance Workshop (SW) / 20
BIMM36A / 1 / 4 / Music Theory in Practice / 20
(120)
Year 2 Mandatory Modules:
BIMM05 / 2 / 5 / Research Methods / 20
BIMM07 / 2 / 5 / Cultural Perspectives / 20
BIMM25A / 2 / 5 / Writing for Digital Media / 20
BIMM27 / 2 / 5 / Music Publishing / 20
BIMM74 / 2 / 5 / Creative Processes / 20
Optional Modules (Choose 1):
BIMM08 / 2 / 5 / Performance in Context / 20
BIMM10 / 2 / 5 / Studio Musicianship / 20
BIMM12 / 2 / 5 / Studio Recording / 20
BIMM23A / 2 / 5 / Applied Music Theory and Critical Listening / 20
(240)
Year 3 Mandatory Modules:
BIMM17A / 3 / 6 / Professional Development / 20
BIMM20 / 3 / 6 / Professional Project / 40
BIMM21 / 3 / 6 / Analytical Perspectives / 20
BIMM26 / 3 / 6 / Commercial Songwriting / 20
Optional Modules (Choose 1):
BIMM16 / 3 / 6 / Music Teaching Practice / 20
BIMM19 / 3 / 6 / Ensemble Performance / 20
BIMM72 / 3 / 6 / Music Theory and Analysis / 20
BIMM73 / 3 / 6 / Online Music / 20
(360)
Rationale
The contemporary growth and interest in songwriting has also engendered a new model of production, whereby writers often compose, produce and market their own music using digital production equipment (e.g. recording and sequencing software, links to online platforms etc.), and a wide range of transferable and specialist skills sets are required. This new BA in songwriting aims to provide students with a high level of understanding of the compositional techniques as well as the commercial and technological aspects of producing and distributing music. The course therefore focuses on the creative aspects of composition allied to a practical exploration of the new ways in which music is distributed and consumed, thereby providing students with a rigorous critical and theoretical examination of their subject.
We feel that this course sits on the cutting edge of provision in this area and is uniquely placed to provide pathways for a previously under-represented field of popular music education. As a team we have many well qualified staff members with a wealth of high-level experience from the professional world who are excited and passionate about our subject and who are convinced that encouraging and developing new talent is at the heart of this creative and inspiring cultural industry.
Teaching and Learning Strategy
BIMM commits to providing high quality teaching and support for its learners. The Institute aims to address the differentiated needs of individual learners and ensure that all students have equal and fair access to learning resources.
All Teaching and Learning Strategies adopted by BIMM will be flexible, student centered, diverse and appropriate to the skills and needs of individual learners.
All teaching and learning strategies will incorporate appropriate learning technologies.
Regular formative and summative assessment will be used to inform day-to-day teaching and learning and future staff development.
The BIMM Curriculum Team is responsible for:
Ensuring that tutors teach to a defined curriculum and relate lecture material clearly to assessment and module learning outcomes
Ensuring that the course and assessment requirements are clear to the students
Ensuring that teaching staff are assisted and supported with appropriate training to maximise the potential of their teaching
Helping the tutors maintain a professional disciplined and relaxed environment conducive to musicians reaching their full learning potential
Assessment
The ethos behind BIMM is a college that is deeply connected to the wider music industry and the design of the curriculum and the assessment of learning outcomes is guided by this principle.
Assessment strategy and design aims to echo ‘real world’ commercial briefs and scenarios alongside the academic skills of research, analysis and critique required for a qualification at this level.
We are also very committed to the development of reflective and entrepreneurial practitioners in music; and the emphasis on project management and professional development is also reflected in the diet of assessment. Detailed assessment briefs can be found in the course handbook.
Accreditation of Prior Learning – APL & APEL
Where an applicant wishes to transfer onto the course from another course, with or without advanced standing, the admissions team will undertake a review of their attainment in order to confirm that they are suitably prepared to enter the course, and that the credit they have achieved elsewhere can contribute to their qualification. The APL policy of the University of Sussex will be followed in each case.
Where an applicant has worked for some time and gained relevant experience it is also possible to gain entry as a mature student according to APEL. More information on APEL can be provided by the Recruitment and Admissions team at BIMM.
Further Information
Assessment regulations will be made available in Course Manual and Student Quality Handbook alongside detailed curriculum content.
If you require information on student support policy or provision please see the student support page on the BIMM website:
We constantly seek to evaluate and improve our provision through a rigorous review process – details can also be found in the Student Quality Handbook.
Please note, this specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided. More detailed information on the learning outcomes, content and teaching, learning and assessment methods of each unit can be found in the Course Handbook, Quality Handbook, Module Descriptors and Project Briefs. The accuracy of the information contained in this document is reviewed by the College and may be checked by the Quality Assurance Agency for Higher Education.
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