University home > Unit and programme catalogues in 2022/23 > Programme catalogue > Faculty of Arts > Centre for Innovation > Music with Innovation (BA) > Specification
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Programme code | 1INOV017U |
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Programme type | Single Honours |
Programme director(s) |
Daniella Jenkins Programme Director (Innovation)
Florian Scheding (Music contact) |
Faculty | Faculty of Arts |
School/department | Centre for Innovation |
Second School/department | Department of Music |
Teaching institution | University of Bristol |
Awarding institution | University of Bristol |
Relevant QAA subject benchmark groups | Music (2019) (benchmark statement) |
Mode of study | Full Time |
Programme length | 3 years (full time) |
This section sets out why studying this programme is important, both in terms of inspiring you as an individual and in considering the challenges we face. It describes how this degree programme contributes to:
The digital and creative innovators of the 21st Century will bring together arts and humanities, design, science, engineering and enterprise to deliver new products, services and ways of working and living. This degree combines an in-depth subject specialism in Music with interdisciplinary breadth, creative teamwork and entrepreneurial skills. Students undertaking this course will spend 220CP of their time studying Music to gain a solid discipline strength whilst spending the other 140CP of their time applying that knowledge to innovate and translate their ideas into plans for digital and creative enterprises, both social and commercial.
The programme provides an intellectual training through study of the historical, technical, analytical, compositional and performance aspects of music, examines contemporary cultural and social settings for music and provides opportunities for the acquisition of a broad range of intellectual, critical and creative skills in preparation for
The programme aims to give a wide understanding of the European musical tradition from medieval times to the present day as well as giving them the knowledge to apply their discipline to innovate and have the skills to see those innovations through to create successful enterprises.
Within their innovation units students will be able to:
The learning outcome statements shown below for your programme have been developed with reference to relevant national subject benchmarks (where they exist), national qualification descriptors (see the Framework for Higher Education Qualifications) and professional body requirements.
Teaching, learning and assessment strategies are listed to show how you will be able to achieve and demonstrate the learning outcomes.
This programme provides opportunities for you to develop and demonstrate knowledge and understanding, qualities, skills and other attributes in the following areas:
Programme Intended Learning Outcomes | Learning/teaching methods and strategies |
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Acquisition of knowledge through lectures, seminars, tutorials and directed reading with emphasis, where appropriate, on primary materials and their interpretation. Independent learning is pursued through written coursework and supervised research projects. Acquisition of knowledge and understanding for innovation, design and entrepreneurship occurs through lectures, workshops, seminars and tutorials (13, 14, 15 & 16). Workshops and demonstration to develop student practical innovation skills acquisition (13, 16). Innovation challenges to develop students’ skills in practical innovation and entrepreneurship (13, 14 & 16). Innovation project supervision and design challenge mentoring meetings to provide formative feedback (13, 14 & 16). |
Methods of assessment (formative and summative) | |
Coursework, analytical and research essays, exams, blogs, Padlet entries, presentations and video essays (2,4,5,7,9,11-12) Technical skills (1,3,6,8,10,12) Individual and group innovation coursework portfolios (including rapid prototyping and proof of concepts) and presentations (13-16). Reflective accounts of practical work and learning (13-16). Iterative and agile practice based innovation and entrepreneurship challenges (13-16). |
Programme Intended Learning Outcomes | Learning/teaching methods and strategies |
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|
Acquisition of knowledge through lectures, seminars, tutorials and directed reading with emphasis, where appropriate, on primary materials and their interpretation. Independent learning is pursued through written coursework and supervised research projects Acquisition of skills to innovate, design and create enterprises occurs through lectures, workshops, seminars and tutorials (9-12). Workshops and demonstration to develop student practical innovation skills acquisition (9-12). Innovation challenges to develop students’ skills in practical innovation and entrepreneurship (9-12). Innovation project supervision and design challenge mentoring meetings to provide formative feedback (9-12). |
Methods of assessment (formative and summative) | |
Coursework, analytical and research essays, exams, blogs, Padlet entries, presentations and video essays (1-8) Technical skills (5-8) Coursework (Level C Technical Studies I and II; Level I and H technical options – eg. Further Tonal Harmony) Individual and group innovation coursework portfolios (including rapid prototyping and proof of concepts) and presentations (9-12) Reflective accounts of practical work and learning (9-12) Iterative and agile practice based innovation and entrepreneurship challenges (9-12) |
Programme Intended Learning Outcomes | Learning/teaching methods and strategies |
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|
Acquisition of knowledge through lectures, seminars, tutorials and directed reading with emphasis, where appropriate, on primary materials and their interpretation. Independent learning is pursued through written coursework and supervised research projects Acquisition of skills to innovate, design and create enterprises occurs through lectures, workshops, seminars and tutorials (12-17). Workshops and demonstration to develop student practical innovation skills acquisition (12-17). Innovation challenges to develop students’ skills in practical innovation and entrepreneurship (12-17). Innovation project supervision and design challenge mentoring meetings to provide formative feedback (12-17). |
Methods of assessment (formative and summative) | |
Coursework, analytical and research essays, exams, blogs, Padlet entries, presentations and video essays (1-4,6-9) Technical skills (3-11) Examination (Level C Historical Studies I & II; Level I and C 'Split Level' options Coursework (Level C Technical Studies I and II; Level I and H technical options – eg. Further Tonal Harmony) Individual and group innovation coursework portfolios (including rapid prototyping and proof of concepts) and presentations (12-17) Reflective accounts of practical work and learning (12-17) Iterative and agile practice based innovation and entrepreneurship challenges (12-17) |
This section describes what is expected from you at each level of your programme. This illustrates increasing intellectual standards as you progress through the programme. These levels are mapped against the national level descriptors published by the Quality Assurance Agency.
Level C/4 - Certificate |
By the end of their studies at level C, students are expected to be able to demonstrate a sound knowledge of the fundamental principles of musicology (including a grasp of appropriate repertoires and texts and a satisfactory level of competence in the relevant bibliographic skills) as well as an ability to apply these in written texts of different kinds; confidence in handling elements of musical notation and language (for example, intervals, rhythms, modes, metres and sonorities); competence in the memorising of musical materials sufficient to enable accurate realisation of notation in sound; where appropriate, demonstrate a degree of personal expression and creativity in practical music-making; foundational knowledge of composition (whether acoustic or studio), and including the basics of sound recording and manipulation, MIDI and notation software. The expectation is that their work may require substantial direction from members of staff at this stage (supplied tutorially and in dedicated support seminars). They will also have gained an understanding to how design and systems thinking can be applied to problems to innovate and unearth novel and creative solutions that may have been missed from undertaking a purely analytical approach whilst gaining experience in working in multidisciplinary teams. |
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Level I/5 - Intermediate |
At level I students are expected to be able to demonstrate that they have expanded the range and depth of their knowledge of the various sub-disciplines and their capacity to evaluate these using a variety of critical perspectives. They should also have developed a higher level of competence in the relevant technical and/or practical skills. At this stage, students should be developing a capacity for mature reflection on specific aspects of the subject and for self-directed learning (for example, through the researching and writing of approved seminar projects). It is expected that at least a part of this gradual process of absorption will occur in seminars, in which second-year students are taught together with third-years and have the opportunity to gain insight and confidence from observing the contribution of more experienced students. Composers are expected to develop a critical relationship to their evolving musical language such that a personal 'voice' can be recognized intuitively and rationalized in the specific handling of and inter-relation between musical elements. Analytical studies may play a part in the acquisition of this skill. Performers are expected to refine the technical and interpretative aspects of their craft both as soloists and in an ensemble situation. Student will be expected to critically reflect on past and present case studies and develop further their transdisciplinary working to real world digital and creative client problems. Students will be encouraged to broaden their perspective beyond the subject provisions in Music with Innovation and take either an open unit, learn how to program or design specifically for human computer interaction. |
Level H/6 - Honours |
At level H students are expected to expand the breadth of their knowledge through their study of optional subjects and to develop further their ability to gather and assimilate information. They are expected to synthesise material in an appropriate way, engage in sophisticated critical evaluation of texts about music, construct effective and detailed arguments (both orally and in writing) that display competence in the practices, processes, techniques and methodologies that underpin musicological practice. As composers, they are expected to refine the creative imagination, lateral thinking skills, and disciplined objectification of original ideas in a practical form. As performers, they are expected to develop a sensitivity to the musical demands of pieces in a variety of styles, and/or an affinity with the relevant performance practices of one particular style, and to communicate their interpretations with confidence in a performance setting. At this level students are expected to be able to demonstrate their capacity for self-directed study using the skills acquired and developed at level C and I. NB Note that at Level H, students are expected to meet the additional learning outcomes specified for List C options taught to both second years and third years together. These may be described generically as follows: Incorporate a consistently strong grasp of detail with respect to content Argue effectively and at length (including an ability to cope with complexities and to describe and deploy these effectively) Display to a high level skills in selecting, applying, interpreting and organising information, including evidence of a high level of bibliographical control Describe, evaluate and/or challenge current scholarly thinking Discriminate between different kinds of information, processes, interpretations Take a critical stance towards scholarly processes involved in arriving at historical knowledge and/or relevant secondary literature Engage with relevant theoretical, philosophical or social constructs for understanding relevant works or traditions Demonstrate an understanding of concepts and an ability to conceptualise Within the transdisciplinary group project the students will be expected to innovate for their own chosen problem by exploring the potential of new technologies to enable disruptive innovation to change the way people work and live. They will be supported by mentors and coaches to explore how their proposed solutions may be turned into an enterprise. |
For information on the admissions requirements for this programme please see details in the undergraduate prospectus at http://www.bristol.ac.uk/prospectus/undergraduate/ or contact the relevant academic department.
UG Workload Statement
Success as an undergraduate student depends on you being able to make the transition to self-motivated, independent learning. Programmes are designed to assist you in this development, in many cases by starting with units in which timetabled teaching, such as lectures and practical classes, provides the foundations of knowledge and skills in a subject, moving on to individual research-based work. Over time you will be expected to take increasing responsibility for your own learning, guided by the feedback on your work that you will receive. At the heart of your studies at every level there must be regular and disciplined individual reading, reflection and writing and it is this skill of independent studies, above all others, that will serve you best when you leave the University.
Most programmes use credits and a 20 credit unit broadly equates to about 200 hours of student input. This includes all activities related to the teaching, learning and assessment of taught units.
A component of this is the time that you spend in class, in contact with the teaching staff, which includes activities such as lectures, laboratories, tutorials and fieldwork. Some of this activity may be online and could consist of activity that is synchronous (using real-time environments such as Blackboard Collaborate) or asynchronous (using tools such as tutor moderated discussion forums, blogs or wikis).
In some programmes there are field courses and/or placements that will take place in concentrated periods of time.
Outside scheduled activities you are expected to pursue your own independent learning to build your knowledge and understanding of the subjects you are studying. Such independent activities include, reviewing lecture material, reading textbooks, working on examples sheets, completing coursework, writing up laboratory notes, preparing for in-class progress tests and revising for examinations.
We recognise that many students undertake paid employment. To achieve a sensible balance between work and study, you are advised to undertake paid work for no more than 15 hours per week in term-time.
Professional Programmes
Many undergraduates in the Faculty of Health Sciences will be following the professional programmes of:
For these professional programmes, full time attendance is compulsory unless absence is formally approved. Academic activities are timetabled throughout the 5-day week and student workload is around 40 hours per week on average. Where possible, students in the early years are permitted Wednesday afternoons for sport and extra-curriculum activities. This may not be available in later years of professional programmes as when a student progresses through the curricula there is an increasing exposure to clinical and professional activities. Students in clinic or on placements may need to stay later than core times of 08.00 – 18.00 or even overnight to observe out-of-hours activities. This increasing exposure to clinical activities means that students on these professional programmes often have longer term dates than the University standard. Individual years within programmes are likely to vary in length (for example because of the timings of placements) and further information on this will be found in individual programme regulations. Another important point to note is that many of the assessments sit outside of the standard University examination timetable and are likely to be more frequent meaning that students will more oftentimes be engaged in revision activities and self-directed learning.
Faculty of Health Sciences
Faculty Assessment and Feedback Statement for Undergraduate Students. University of Bristol access only.
Students studying across the different specialisms on the innovation degrees come together as a cohort to learn and apply design and systems thinking for digital and creative innovation and put it into practice their working in transdisciplinary project teams. Students in their second year expand on their understanding of how to design to meet real human needs, learning from past and present success and failure case studies to help them think about future opportunities. The transdisciplinary project work in the second year works with real world clients where students develop empathy for the people they are designing for, explore solutions, iterating to develop an unexpected range of possibilities, and create prototypes to take back to the client to test with real customers or users. In their third year students explore innovative and disruptive ideas, changing the way people live and work. Students will learn about different ways to generate ideas, ranging from brainstorming to crowd-sourcing, exploring project opportunities and creating prototypes to test with real people. Alongside this students will learn about different kinds of enterprise that can be used to take forward their ideas supported by mentors and coaches.
This a transfer-only programme for students who are not able to progress onto the third year of the integrated master's programme or who do not wish to complete the four year integrated master's programme but wish to continue with a bachelor's award.
Minimum requirement of pass mark 40% in each unit
Unit Name | Unit Code | Credit Points | Status | ||
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Design and Systems Thinking for Innovation | INOV10001 | 20 | Mandatory | TB-1 | |
Design Futures | INOV10006 | 20 | Mandatory | TB-2 | |
Choose 80CP from the units listed below but must include units in at least three of the four strands History / Technical / Composition / Practical | |||||
Technical Studies I: Harmony and Harmonic Analysis | MUSI10047 | 20 | Optional | TB-4 | |
Practical studies: Performance | MUSI10058 | 20 | Optional | TB-4 | |
Music and Society 1 | MUSI10061 | 20 | Optional | B | TB-1 |
Music and Society 2 | MUSI10060 | 20 | Optional | TB-2 | |
Composition | MUSI10059 | 20 | Optional | TB-4 | |
Certificate of Higher Education | 120 |
Unit Name | Unit Code | Credit Points | Status | ||
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Transdisciplinary Group Project 2: Solving Someone's Problem | INOV20002 | 20 | Mandatory | TB-2 | |
Innovation at Work | INOV20004 | 20 | Mandatory | TB-1 | |
Students must select either MUSI20142 or MUSI20143 from the list below: | |||||
Approaches to Music History I | MUSI20142 | 20 | Optional | TB-1 | |
Approaches to Music History II | MUSI20143 | 20 | Optional | TB-2 | |
List A - Students must select a minimum of 40cp from the list below: | |||||
Further Technical Studies | MUSI20099 | 20 | Optional | TB-1 | |
Writing for Orchestra | MUSI20141 | 20 | Optional | B | TB-1 |
Composing Live Electronics | MUSI20126 | 20 | Optional | TB-2 | |
Compositional Strategy | MUSI20047 | 20 | Optional | TB-2 | |
Performance | MUSI20058 | 20 | Optional | TB-4 | |
Music recording and production | MUSI20124 | 20 | Optional | E | TB-2 |
Introduction to Composing for Screen Media | MUSI20131 | 20 | Optional | B,E | TB-2 |
LIST C - Students may select up to one option from List C: | |||||
Hip-hop Music and Culture | MUSI20071 | 20 | Optional | TB-1 | |
Music and Sex | MUSI20111 | 20 | Optional | TB-1 | |
The Romantic Imagination | MUSI20121 | 20 | Optional | B,C | TB-2 |
20th-Century Opera | MUSI20130 | 20 | Optional | C,E | TB-2 |
You will select 80cp of Music units. You should ensure you select 40cp in TB1 and 40cp in TB2 | |||||
Diploma of Higher Education | 120 |
Unit Name | Unit Code | Credit Points | Status | ||
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New Creative Ventures | INOV30006 | 20 | Mandatory | TB-2 | |
Making Ideas Happen | INOV30007 | 20 | Mandatory | D | TB-2 |
Ideation for Innovation | INOV30008 | 20 | Mandatory | A | TB-1 |
Advanced Methods of Music Studies | MUSI30151 | 20 | Mandatory | A,E | TB-1 |
Select 40 credit points from the list below. You should select 20 credit points from Teaching Block 1 units and 20 credit points from Teaching Block 2 units | |||||
Composition Project | MUSI30064 | 20 | Optional | B | TB-1 |
Studio Project | MUSI30065 | 20 | Optional | TB-4 | |
Performance | MUSI30066 | 20 | Optional | TB-4 | |
Aesthetics and Criticism | MUSI30029 | 20 | Optional | TB-1 | |
Extended Study: Musicology | MUSI30058 | 40 | Optional | A,E | TB-4 |
Extended Study: Composition Portfolio | MUSI30059 | 40 | Optional | A,E | TB-4 |
Extended Study: Studio | MUSI30060 | 40 | Optional | TB-4 | |
Extended Study: Performance | MUSI30061 | 40 | Optional | A,E | TB-4 |
Chamber Music Duos in Practice | MUSI30148 | 20 | Optional | A,D | TB-4 |
Music and Migration in the 20th Century | MUSI30111 | 20 | Optional | TB-2 | |
Advanced Technical Studies | MUSI30113 | 20 | Optional | D | TB-2 |
Music, Technology and Cultural Change, 1900 - present day | MUSI30124 | 20 | Optional | TB-2 | |
Music with Innovation (BA) | 120 |
Unit Pass Mark for Undergraduate Programmes:
For details on the weightings for classifying undergraduate degrees, please see the Agreed Weightings, by Faculty, to be applied for the Purposes of Calculating the Final Programme Mark and Degree Classification in Undergraduate Programmes.
For detailed rules on progression please see the Regulations and Code of Practice for Taught Programmes and the relevant faculty handbook.
Please refer to the specific progression/award requirements for programmes with a preliminary year of study, the Gateway programmes and International Foundation programmes.
All undergraduate degree programmes allow the opportunity for a student to exit from a programme with a Diploma or Certificate of Higher Education.
Integrated Master's degrees may also allow the opportunity for a student to exit from the programme with an equivalent Bachelor's degree where a student has achieved 360 credit points, of which 90 must be at level 6, and has successfully met any additional criteria as described in the programme specification.
The opportunities for a student to exit from one of the professional programmes in Veterinary Science, Medicine, and Dentistry with an Award is outlined in the relevant Programme Regulations (which are available as an annex in the Regulations and Code of Practice for Taught Programmes).
An Ordinary degree can be awarded if a student has successfully completed at least 300 credits with a minimum of 60 credits at Level 6.
The pass mark for the professional programmes in Veterinary Science, Medicine and Dentistry is 50 out of 100. The classification of a degree in the professional programmes in Veterinary Science, Medicine, and Dentistry is provided in the Regulations and Code of Practice for Taught Programmes.
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.
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