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					    Programme Specification

          JUNE 2010

BA (Hons) Music Performance and
      Professional Practice
 Part 1: Programme Specification                                                                                   Page

       1- 9 Basic Programme information                                                                            3
       10 Educational Aims of the                                                                                  4
       11 Intended Learning Outcomes                                                                               4
       12 Programme Structure and Requirements                                                                     7
       13 Support for Students and their Learning                                                                  12
       14 Criteria for Admission                                                                                   12
       15 Methods for Evaluation and Enhancing the Quality and Standards of Teaching and learning                  13

       16 Regulation of Assessment                                                                                 13
       17 Indicators of Quality and Standards                                                                      14
       18 Additional Information                                                                                   15
       19 List of mandatory and core option modules                                                                16
       20 Curriculum Map                                                                                           17
       21 Capabilities (Skills) Map                                                                                18
 Part 2: Supporting information                                                                                    20
       Relationship to the national Qualifications Framework, Subject Benchmarks and Professional/Statutory Body
       Teaching and Learning Strategy
       Assessment Strategy
       Programme/Course management
       Entry Requirements and Selection Procedures
       Compliance with the University’s Academic Regulations and Current Legislation


The BA degree in Music Performance and Professional Practice is a well-established programme with a successful
profile in recruiting, and in its record of employability. The music performance degree has always recognised the
demand for development of the skills and knowledge needed to be an adaptable, proactive and specialised
performer who is able to cope with the inevitably varied demands placed on a working artist. Moreover, the course
recognises that music is a global art-form and exploits music‟s unique capacity to be a universal language.

The Performance course recognises all styles and genres as being equally valid facets of a core of unchanging and
universal musical values, techniques, methods and practices evolved through the whole history of human musical
development. The course draws its methodology from these values, techniques, methods and practices; as applied
in the best professional work of musicians from all types of music performance.

Since this methodology can be equally well applied to any genre or style, and to any era/oeuvre from traditional to
contemporary, the Performance course is entirely non-doctrinal with respect to chosen areas of musical study.
 This also applies to the selection and development of repertoire.

 Rather than making distinctions which divide musicians into exclusive categories (such as “Popular” and
“Classical”) the course recognises that the reality of music performance for most musicians in education,
employment, and life generally is in fact a more complex, diverse and multicultural matter:

 The professional performer actually needs a personalised portfolio of specialised musical skills drawn from a wide
spectrum of possible ones, selected and refined by the individual to correspond with his or her desired area of
engagement with the professional musical environment.

 In recognising this, and also in accordance with its central ethos, the Performance course embraces all areas of
musical performance from all eras, cultures and nations, and across the entire spectrum of performance specialism
from esoteric to mainstream styles.

It offers a unique level of development, acknowledgement and specialised tuition in the techniques and genres
associated with cutting edge post electric performance (especially more highly evolved/esoteric styles such as
progressive rock and fusion) and also offers very high levels of development for more traditional performers coming
from western classical or popular music backgrounds. Most crucially, it can equally accommodate and assist the
increasing volume of musicians to whom these classifications do not apply.

The course also offers equally specialised instrumental tuition for all musical areas drawn from a highly
experienced group of visiting instrumental teachers who are experienced and active performers of international

The complete open-mindedness of the course with respect to musical style and specialism, along with the degree‟s
emphasis on developing both the performer‟s skills and musicianship within a wide-range of practice contexts, are
the two central pillars of the course‟s ethos, and are seen as essential. Thus the performance degree redesign
recognizes the wide range of employability opportunities within the music industry and related fields for creative
musicians. Music Performance offers a programme where there is a high capacity for individual learning trajectories
within a rounded and traditional music degree.

Music, with the PA Department, has always aimed to provide students with preparation for and an understanding of
the professional performing arts industry within an international context. In developing creative, enterprising,
innovative and imaginative graduates it sees itself as contributing positively to the University‟s Mission statement.

These courses are aimed at students interested in a rounded education in their subject which offers them ample
opportunities to learn and practice their art form, supported by a realistic understanding of the professional world
they are seeking to enter and a grasp of the key skills required to take their first steps as emergent professionals
on graduation. These courses are supported by the music staff‟s expertise, and their ongoing professional
practice/research activity, and their wide array of individual specialisms.

The intention is to recruit approximately 25-35 students for Music Performance.

                                    Part 1: Programme Specification for
                               Music Performance and Professional Practice

1 Available Award(s) and Modes of Study
Title of Award                                          Mode of attendance    UCAS Code       FHEQ Level
                                                                                              Click on above link
                                                                                              for qualification

BA (Hons) Music Performance and Professional            S/W 4 years                           H
Practice with Professional Enhancement

BA (Hons) Music Performance and Professional            F/T 4 years                           H
Practice with International Enhancement

BA (Hons) Music Performance and Professional            S/W 4 years                           H
Practice with International Enhancement

BA (Hons) Music Performance and Professional            Full Time (3 yrs)                     H
Practice                                                (360 credits)

BA Music Performance and Professional Practice          Full Time (3 yrs)                     H
                                                        (300 credits)

Dip HE in Music Performance                             2 Years                               I
                                                        Full Time
                                                        (240 credits)

Cert HE in Music Performance                            1 Year                                C
                                                        Full Time
                                                        (120 credits)

2 Awarding Institution/Body      Coventry University.
3 Teaching Institution and       Coventry University, Main Campus
Location of delivery
4 Internal Approval/Review       Date of approval 2010
                                 Date for next review 2016
5 Programme Accredited by        N/A
6 Accreditation Date and         N/A
7 QAA Subject Benchmark          (
Statement(s) and/or other
                                 All awards and levels satisfy the National Qualifications Framework for C, I and
external factors
                                 H Level (see part 2, supporting documentation).
8 Date of Programme              June 2010 (draft)
9 Programme                      Mr Marcus Cornall
Manager/Course Tutor

10 Educational Aims of the Programme

-       To develop in students a basis for the commencement of careers within the music field and related
        industries or for further study.

-       To support experimentation, exploration, enquiry and investigation through the integration of music skills
        and knowledge within the programme, enabling the student to develop as an informed, inquisitive and
        competent music performer/practitioner.

-       To facilitate the development of the necessary practical and intellectual skills and the professionalism
        required in music through a learning environment where students gain experience that is discipline specific,
        relevant to their career development, and which provides access to new practices and approaches.
-       To encourage the student‟s systematic understanding of key processes and of current practices within
        music and related fields through active learning and through critical analysis.

-       To cultivate skills in critical analysis, in the identification and solution of problems, and in the exercise of
        informed judgements, with respect to the student‟s own practice and that of others.

-       To develop a wide range of personal and interpersonal skills for effective communication and team

-       To foster the acquisition of discipline-related transferable skills so that students can become independent
        learners, thus having the flexibility to contribute to, and benefit from, a society in continual change, and to
        respond to the challenges of a complex and developing field of study.

11 Intended Learning Outcomes
This programme satisfies the Music, benchmark statements and the University‟s Code of Practice for Academic
and Professional Skills Development.
Annex 2 maps the learning outcomes described below to the programmes mandatory and option modules
Annex 3 shows the capabilities that students will be taught, given the opportunity to practise and will be assessed
Section 20 maps the intended learning outcomes as described in the next section to the programmes mandatory
and option modules (as listed in section 19)
Section 21 shows the capabilities that students will be taught, given the opportunity to practise and will be
assessed in.
The principal teaching, learning and assessment methods normally used on the programme to achieve these
learning outcomes are identified in the next section.

11.1 Knowledge and Understanding
On successful completion of the programme a student should be able to demonstrate knowledge and
understanding of:
KU1             concepts of professionalism within music and related disciplines and their relationship to effective
                musical practice;
KU2             critical approaches appropriate for the examination of contemporary, cultural and historical factors
                (practitioners, theorists, practices) that have shaped and continue to shape music study and
KU3             the skills, processes and techniques required for the creation, realisation and management of work
                as a music practitioner;
KU4             the interplay between practice and theory within music.

       Teaching and Learning                                                    Assessment
KU1    Lectures, seminars, tutorials, textbooks, module webs, journals          Performance, course work (essays,
       (hard copies and electronic), viewing performances (live and             reports, logbooks), presentations,

      recorded).                                                               performative interventions, viva.
KU2   Lectures, seminars, ensemble workshops, tutorials, textbooks,            Individual written course work (essays,
      module webs, journals (hard copies and electronic), viewing              reports, logbooks), presentations,
      performances (live and recorded).                                        performative interventions.
KU3   Lectures, seminars, tutorials, workshops, textbooks, module              Performance, course work (essays,
      webs, journals (hard copies and electronic), group discussions,          reports, logbooks), presentations,
      reflective journals, group performance projects, critical listening.     performative interventions, events
KU4   Lectures, seminars, workshops, reflective journals, group                Individual written course work (essays,
                                                                               reflective journals, self-evaluations),
      projects, practical classes.
                                                                               group projects, presentations,
11.2 Cognitive (thinking) Skills
On successful completion of the programme students should be able to:
CS1             practise and reflect upon the cognitive processes involved in group and in independent work,
                including creative research;
CS2             challenge traditional methods - exploring, utilising and evaluating new and contemporary
CS3             demonstrate conceptual development through research, scholarship and engagement in practice.
CS4             apply analytical and critical skills to the evaluation of their own work and to that of other music
CS5             apply appropriate use of vocabularies, processes, structures and working methods in the analysis
                of performances, the practice of performance, and in the making of interpretative choices.

      Teaching and Learning                                                   Assessment
CS1   Lectures, seminars, group discussions (peer evaluations),               Reflective journal, PDP, evaluations.
      reflective journals, „crits‟ of practical projects, research projects
      (including use of Library and other information resources).
CS2   Seminars, lectures, workshops, group projects and                       Evaluations, reflective journals, group and
      performances.                                                           performance projects, performative
CS3   Creative workshops, University Library, ICT packages,                   Essays, written and presented project
      seminars, lectures, tutorials, textbooks, journals.                     proposals and evaluation, viva.
CS4   Lectures, seminars, group discussions (peer evaluations),               Individual written coursework (essays,
      reflective journals, „crits‟ of practical projects.                     reviews, evaluations), presentations,
CS5   Workshops, seminars, lectures, group discussions (peer                  Essays and analytical coursework,
      evaluations), presentations.                                            reflective journals, presentations,
                                                                              performance, group practical projects.

11.3 Practical Skills
On successful completion of the programme a student should be able to:
PS1             engage effectively in and contribute positively towards the realisation of a range of musical
                projects, both independent and collaborative;
PS2             demonstrate sound practice in the use of appropriate music skills and processes for the
                generation, structuring, rehearsing and performing of music performance for a variety of public
PS3             demonstrate all-round musicianship, including aural and improvisation skills, associated with
                development towards a professional level of music practice;
PS4             apply appropriate music skills in a variety of performance modes and contexts, both conventional
                and unconventional.
The principal teaching, learning and assessment methods normally used to enable outcomes to be achieved and
demonstrated are identified below.
Modules offered through the Add+vantage scheme will provide opportunities for skills development and support for
Personal Development Planning. The development of discipline-based development planning is detailed in Part 2;
Supporting information. The principal teaching, learning and assessment methods normally used to enable
outcomes to be achieved and demonstrated are identified below.

      Teaching and Learning                                                  Assessment
PS1   Practical group and individual projects, workshops, studio work,       Portfolios, evaluations, reports, practical
      presentations, group discussions, practice sessions, rehearsals.       ensemble and/or solo work, projects.
PS2   Seminars, rehearsals, workshops, classes, masterclasses.               Performances, workshops,
                                                                             presentations, evaluations, assessed
                                                                             exercises and written work.
PS3   Seminars, rehearsals, workshops, reflective journals, classes,         Presentations, performances,
      masterclasses.                                                         workshops, evaluations, assessed
PS4   Workshops, performances, visits to venues and performances,            Performances, presentations,
      site specific performance, media and multimedia work, touring          workshops, evaluations, assessed
      projects, community projects, collaborations.                          coursework.

11.4 Transferable Skills
On successful completion of the programme students should be able to:
TS1             work effectively as a member of a team, managing own roles and responsibilities and evaluating
                processes and work methods;
TS2             manage their own learning, working independently and without supervision, towards identified
                personal and career goals;
TS3             employ appropriate research and numeracy skills to locate, collate, organise and utilise data from a
                variety of sources;
TS4             communicate effectively through a range of medium (written, oral, non-verbal, art form specific, and
                visual) and in a variety of contexts, using appropriate vocabulary;
TS5             utilise creative thinking in the solution of complex problems.
The development of discipline-based development planning is detailed in Section 2; supporting information.
Transferable/key skills are generally incorporated within modules (see annex 3) and related to relevant
assessments as appropriate. Self-directed learning forms an element of all modules and the necessity to work
within tight deadlines is an essential requirement across the curriculum. The ability to communicate orally and in
writing will be developed across the range of modules.
The wide range of assessment techniques will ensure that students are given every opportunity to demonstrate
their skills in these areas.

12 Programme Structure and Requirements, Levels, Modules, Credits and Awards
Modules within the programme, their status (whether mandatory or options), the levels at which they are studied,
their credit value and pre/co requisites are identified in section 19.

All these modules have been designed to operate within the University‟s Modular Framework.

Mandatory and option modules are designed to convey the key elements of study (knowledge and understanding;
practical, cognitive and transferable skills) identified as central to each programme. Where appropriate and feasible
option modules allow for some choice - allowing students to pursue special interests. The Composition degree has a
mandatory structure - a fixed pathway. However, the 10credit modules allow for some flexibility depending on the
modules on offer at the time.

All modules are half (10 credits), single (20 credits), double (40 credits) or triple (60 credits).

Students undertake six modules (or equivalent) from each level each year over three years. In addition, it is
proposed that students will be offered the opportunity to take either an International or professional enhancement
year. Students taking this option will complete their degree in four years.

Students wishing to study a course on a part-time basis may be accommodated on an individual, negotiated basis.
At least one half module in each year will be selected from the Add+Vantage centrally provided menu of modules
that have an enterprise and employability focus. These modules will also provide additional opportunities and
support for Personal Development Planning, which is an integrated part of the student experience.

Attendance is carefully monitored for certain practice-based modules as this is a key contributing factor to effective
group work and important in the development of professional practice.

The course includes opportunities to collaborate with students on other courses, with outside agencies and with
local and regional communities. Students are encouraged to tour performance work and engage with the wider
community, thus gaining valuable experience for the future, a form of work-based learning and a more informed
perspective on their own practice.

Enhancement Year

Only those students successfully completing Level 2 of their course will be permitted on the ‘enhancement year’

The ‘with professional/international enhancement’ route allows students to spend a year abroad or a year on
professional placement between stage 2 and the final stage for their course. Students opting to take this route may
undertake one of the following: a study placement under the Erasmus exchange scheme; a study placement under
another study abroad scheme for placements outside the EU; a work placement under the Erasmus work placement
scheme or a work placement organised on their own initiative outside the EU. Alternatively they may choose to
combine a period of study with a period on placement.

Students undertaking a year on professional placement will register on 201PA

Students undertaking a year on an international placement or study abroad or a mixture of the two, will register on

Students who successfully complete the assessment associated with these modules will receive 40 credits at level

To progress to the next level of study students must normally have met the pre requisites for the next level‟s
Cascade of named/unnamed awards.
Where a student does not meet the requirements of the award for which they are registered the following cascades

will apply (a cascade is the ranking order of awards for which the student will be considered):
BA (Hons) Music Performance and Professional Practice
BA Music Performance and Professional Practice
Dip HE in Music Performance
Cert HE in Music Performance

Enhancement Year (optional)
BA (Hons) Music Performance and Professional Practice with Professional Enhancement
BA (Hons) Music Performance and Professional Practice with International Enhancement
For each award students will be expected to meet the requirements as laid out in the University Regulations,
together with the requirements specified for a particular named award. The calculation of final honours
classifications will be according to the procedures laid out in the University Regulations. For unclassified pass
degrees, University Regulations apply. For a DipHE in Music Performance, as well as meeting the University
regulations, at least two relevant subject specific modules must be passed at Level 1 and at least two relevant
subject specific modules at Level 2. For a Certificate in Music Performance as well as meeting University
regulations, at least two relevant subject specific modules must be passed at level 1.

In order to gain the BA Music Performance and Professional Practice with Professional Enhancement degree,
students will be required to pass all Level 3 modules. The normal University classification calculation will apply.
Transfer between named degrees
A student who has passed the mandatory modules required for level 2 study on an alternative degree programme
within Performing Arts will be entitled to register on the alternative degree programme. In other circumstances,
transfer will be subject to successful interview and audition, and the accreditation of any relevant prior learning.
Students should contact the relevant Programme Manager/Course Tutor.

12 Programme Structure and Requirements, Levels, Modules, Credits and Awards (continued)

BA Music Performance and Professional Practice, full time module profile:

Year 1
146MPA Theory and Practice (40cr), 148MPA Contextual Studies 1 (20cr), 145MPA Performance Seminar 1 (40cr),
142MPA Ensemble Studies 1 (10cr), Add+vantage (10cr)

Year 2
246MPA Ensemble Studies 2 (20cr), 248MPA Contextual Studies 2 (20cr), 245MPA Performance Seminar 2 (60cr),
Add+vantage (10cr), plus one 10-credit CPA Option module: 217CPA Improvisation Intensive; 218CPA
Experimental Performance; 214CPA Performance and The Moving Image; 220CPA Performance, Politics and
Culture; 219CPA Negotiated Study Minor.

Optional Enhancement Year
202PA International Enhancement Year (40 cr) OR 201PA Professional Enhancement Year (40 cr)

Year 3
345MPA Performance Seminar 3 (40cr), 348MPA Final Recital Documentation (10cr), 307CPA Final Project:
Collaborative Event (40cr), 306CPA Dissertation (20cr)
Add+vantage (10cr)

Overview :
The Music Performance course has its own pedagogical identity, with its own modules and assessment methods,
but it does share much practical work with the Music Composition course, and also the wider spectrum of CPA
subject areas/disciplines.

The main body of the Music Performance course has separate modules from Music Composition purely to allow for
greater specialism of focus on music as experienced by the performer, which, although containing areas of
conjoined practice and study with Composition, differs from it to a large extent and in many fundamental respects.

Delivery, assessment, learning, and subject investigation can be more closely and directly linked to repertoire under
current study, and more directly applied to the discreet issues arising from the application of musical study to actual
performance, thus providing the individual with an experience which is more unified, relevant, consolidated and
personalised across the entire course.

This approach also provides a more specialised and employable set of performance skills to students in preparation
for entry into the professional world, thereby enhancing their employability.

In addition, Music Performance contains opportunities to work alongside composers and other disciplines within PA
by participation in shared CPA modules (including the Final Project) and also further optional collaboration within
many of the actual Music Performance modules themselves. The Music Performance course has, and will continue
to remain committed to direct involvement with Music Composition, Theatre, Dance and Music Technology Courses,
and strongly encourages students to actively engage with other disciplines as much as possible.

Innovative and Distinctive Features of the Programme
The delivery is informed by the research and practice of the tutors. Music performance is the central tenet at each
level. Students hone their skills and repertoire on their own instrument, through the performance seminar and
individual instrument lessons and, moreover, develop their practical musicianship with a range of ensemble and
group-work; this is underpinned by theoretical study both contextual and musical, and supported by PDP. These
features are identifiable in the following modules.

Year 1

Theory and Practice (40 credits)
Theory, aural and ensemble work exploring direct links with practice.

The Module has TWO components:

1. Theory component will cover practical application (in performance), aural analysis and written notation work.

2. For the Ensemble component, performance students and composition students will combine for ensemble work,
with their respective ensemble tuition, learning objectives, learning outcomes and assessments will all be the same.
(Culminating in live ensemble performance)

Contextual Studies 1 (20 credits)
Music history, plus a wider artistic context appropriate to music performance; Term 1: fairly general stylistically, but
                                                                      th  th
probably dealing with pre-18th century music. Terms 2 and 3: on 18 , 19 and 20th century music

Methods of study will be applied directly to performance related context at a general musical level, and will also be
applied by individuals to specific individual areas of exploration which relate and link directly to repertoire under
current study in Performance Seminar, ensemble component of Theory and Practice, and the internal option (Extra
Ensemble module)

Performance Seminar 1 (40 credits)
The main individual performance module.

Focusing on solo and/or small group performance featuring the individual, as appropriate.
Assessments: practical to technical work/studies, sight-reading, and performance of chosen repertoire .(which may
cover any genre/type of music, or combination thereof)

The module includes a PDP reflective document, which documents individual progress through year 1 – weighting

Ensemble Studies 1 (10 credits)
Participation in a large or specialised ensemble with self directed elements.
Internal option may include: choir, orchestra, big band or any other large/advanced /specialised ensemble (student
may collaborate with other performers, and/or students from composition, other PA or the wider University, and/or
external collaborators as appropriate).


Year 2

Ensemble Studies 2 (20 credits)
Further and more in depth exploration into ensemble work focussing on more specialised/bespoke ensemble types
and application of practical performance skills to the areas of music associated with such ensembles.

Module has 2 discreet components:

1. Instrument-building + devised work + graphic score       AND

2. Either specialised genre ensemble (e.g. classical chamber/latin/jazz/experimental/prog rock etc)
 OR special ensemble to match a student composer requirement.

(for 2, students may collaborate with each other, students from composition, other PA students or students from the
wider University and/or external collaborators as appropriate)

Contextual Studies 2 (20 credits)
Music history (mainly 20th century and contemporary) including further and more advanced investigation of wider
artistic issues, performance practice in particular, and further investigation into more esoteric and metaphysically
stimulating styles/genres/types of music, and areas of specialism which directly relate to the repertoire under current
study in Performance Seminar, Ensemble Studies, and the Option Module.

Performance Seminar 2 (60 credits)
Level 5 main individual performance module.

1. Focusing on solo and/or featured performance in small group, as appropriate.

2. Ensemble component: can include choir/orchestra/big band or another large advanced/specialised ensemble:

Assessment culminating in and focussed on live performance of named ensemble(s)

Also incorporating embedded PDP reflective documentation – documenting individual progress through year 2
(assessment –written portfolio submission) ( 10 credits)

Option (10 credits)
One 10-credit CPA Option module: 217CPA Improvisation Intensive; 218CPA Experimental Performance; 214CPA
Performance and The Moving Image; 220CPA Performance, Politics and Culture or 219CPA Negotiated Study


Year 3

Performance Seminar 3 (40 credits)
Final Year Main individual performance.

Final performance (solo and featured solo performance, with allowance for ensemble involvement but focussing on
the individual) which has to demonstrate contrast with the Final Project performance – (contrast of repertoire and
also of either musical style/area, or of size/instrumentation of ensemble. Assessment will be a combination of
continuous + recital.

Final Recital Documentation (10 credits)
This will consist of an accompanying in-depth commentary (c.3000 words) documenting the reflective, research,
analytical, contextual, practical and metaphysical processes/techniques specifically used to develop the repertoire
offered in PS3.
Assessment-written submission (portfolio)

Plus TWO CPA Modules:

307CPA Final Project: Collaborative Event (40 credits)

306CPA Dissertation (20 credits)


13 Support for Students and their Learning
University wide support mechanisms for students including the academic writing centre, library services, well-being
services and the disability office will be available to students. All of these mechanisms together with information
about how the course is structured and delivered will be presented to new BA music students during their induction
period. In addition the Induction period will also offer students opportunities to meet other PA students.

All PA students have a course tutor and Academic Personal Tutor (APT) During their course of study students will
be offered regular group tutorial sessions with their APT. The aim of these sessions is to provide opportunities to
discuss academic progress and development, pastoral support and advice, careers advice, and general information.
Students will also have an opportunity to feedback about the course and other University issues. Subject tutors will
offer „surgery‟ times for students who may wish to discuss a matter with a member of staff, seek guidance on written
work and/or show work in progress. Students will receive written feedback on their work, and will usually also have
an opportunity to discuss their achievement with the relevant lecturer.

Music is housed in the Ellen Terry Building, a large city centre facility which was entirely renovated and converted
for this purpose in 2000. The resources include: a music performance space (for an audience of about 60) with 2
grand pianos, amplifiers for guitars and bass guitars, drum kit, a large range of other pitched and unpitched
percussion instruments, PA and speakers and an adjoining control room to record performances in the performance
space; a Pro Tools based recording studio with live room which contains a grand piano, amplifiers and a drum kit; 2
band rooms with drum kits, amplifiers, pianos (one of which is a grand piano) and other keyboards; another smaller
rehearsal space and 4 practice rooms all equipped with upright pianos and small guitar amps; use of Ellen Terry‟s
„general purpose room‟ for acoustic performance – this also has a grand piano and can hold an audience of about
120 people; 2 suites of computers (one with PCs the other with Apple Macs) with numerous music programs
including Sibelius and Pro Tools. Other spaces in the Ellen Terry building which can be booked for public
performance of music are the theatre and the dance studio. Technical support is available from dedicated
technicians who support music performance and technology. Resources are also available for equipment loan
(video, recording, sound/lighting). The MA course will be delivered across the music spaces listed above and in
Ellen Terry‟s seminar/ lecture spaces. Delivery will also take place at ICE, the University‟s new Institute for Creative
Enterprise, alongside three professional performance companies, the Applied Research centre for Media Arts and
Performance, and Arts+Media Training thereby allowing students to network with other arts focussed MA students
and professionals.

Lanchester Library houses an extensive collection of books, scores, journals, CDs, DVDs, videos and radio
programmes to support the study of music composition and performance. The library is increasingly making its stock
available over the Internet for students to use on and off-campus. Electronic books and journals are utilised where
possible, and recently implemented is the streaming of some television and radio programmes to allow students to
view them via their computers both on campus and at home.

Student support mechanisms are consistent with the University's policies on equality and diversity. Reasonable
adjustments may be made to the teaching, learning, assessment and support of the programme to maximise
accessibility to students with disabilities. Central and local support facilities and resources are available for students
with disabilities or specific study needs.

14 Criteria for Admission
UCAS entry profiles may be found at

15 Method for Evaluating and Enhancing the Quality and Standards of Teaching and Learning
The Programme is managed by the Performing Arts Board of Study of the School of Art and Design.
The Programme Assessment Board (PAB) for Performing Arts is responsible for considering the progress of all
students and making awards in accordance with both the University and course-specific regulations.
The assurance of the quality of modules is the responsibility of the Board of Study which contributes modules to the
External Examiners report annually on the programme and their views are considered as part of the annual quality
monitoring process (AQM). Details of the AQM process can be found on the Registry‟s web site.
Students are represented on the Course Consultative Committee, Board of Study and Faculty/School Board, all of
which normally meet two or three times per year.
Student views are also sought through module and course evaluation questionnaires.
Student views are also sought through module and course evaluation questionnaires. Student views are also sought
through regular meetings with Year Tutors, the Head of Department for Performing Arts and senior management
within the School and the University.

All staff undergo an annual appraisal process with a member of senior staff, which operates to co-ordinate staff
development and review staff achievement. Staff also take part annually in peer review.

16 Regulation of Assessment
University policy requires the internal moderation of all assessments.
External Examiners are appointed for all named University awards. The role of the External Examiner at module
level is to ensure that academic standards are in line with national norms for the subject. External Examiners
undertake the moderation of examination papers and assessment tasks, and view representative samples of work
for the modules for which they have responsibility. At programme level, External Examiners help to ensure fairness
in the consideration of student progression and awards. They have the right to comment on all aspects of the
assessment system and participate as full members of the assessment boards.
The Pass mark for all modules is 40% - all module components will have a requirement of 35% to pass. This overall
module mark may comprise more than one component (e.g. coursework and exam). The individual module
descriptors give the precise pass criteria and the weighting of the component marks that contribute to the overall
module mark.
On Undergraduate programmes, the Honours classification boundaries for First Class, Upper Second Class, Lower
Second Class and Third Class are 70%, 60%, 50% and 40% respectively.

17 Indicators of Quality and Standards

The following are key indicators of quality and standards:
  (e.g. …
        The programme has been designed in accordance with the QAA benchmark statements for Music

       All members of the course team are engaged in a range of research activities which include composition,
       music arranging, performance, publication. Dr. Christopher Hobbs, is a pioneer of systems-based music
       in Britain and is founder and director of the Experimental Music Catalogue, a sheet music and recording
       company specialising in new music, which also hosts the online Journal of Experimental Music Studies. A
       selection of his work will soon be available on Cold Blue Records. Dr Julian Hellaby is actively engaged in
       performance and performance-based research. His publications include a book on interpretation (Ashgate)
       and, as pianist, he has recorded six CDs for a number of labels. Marcus Cornall is active as bassist in
       several styles and formats, and his research into the music of, in particular, Frank Zappa has
       prompted various performance projects. Dr John Habron is a composer and performer who has received
       commissions from BBC Radio 3, Lake District Summer Music, EXAUDI, Handel House Museum, Tactum
       Ensemble, Hola and Choir and Organ magazine. Dr Tom Williams is a prizewinning composer who has an
       international profile working in acoustic and electroacoustic music forms, as well as composing for
       multimedia presentations; and there are a plethora of international festival/conference performances,
       radio/web broadcast, and commissions to his name – his work is available on a number of CDs and on
       iTunes (Taking Shelter).

       In June 2009, Coventry University hosted a national symposium on aspects of music performance, and an
       international symposium, on experimental music, is scheduled for autumn 2010. And currently a peer-
       reviewed online journal on experimental music is undergoing development.

       Coventry University runs a showcase series of lunchtime concerts in which artists of national and
       international repute are featured. Stylistically the series spans rock, jazz, folk, classical and anything in

       External examining, validation and non-degree examination for national institutions is also undertaken by
       members of the course team. These include: BA in Popular Music with Music Technology at Derby
       University; HND in Music at South Birmingham College; examining at home and abroad for The Associated
       Board of the Royal Schools of Music; examining and revising/scrutinising A and AS level papers for
       Edexcel; MA in Contemporary Arts and Music (Oxford Brookes); Cert HE Popular Music Practice (TVU);

       The department has secured links with key organisations, networks and individuals within the contemporary
       music community. Organisations include the Central Composers‟ Alliance and The Musicians‟ Union, as
       well as through staff with BASCA, Sound and Music, SEAMUS and ICMA. The PRS and with the
       contemporary music organisation Sound & Music. Leading ensembles that have worked with students in the
       performance of their composition and arranging work in the past include the Coull Quartet, Chroma
       Ensemble, the Antara Quartet and the Serenata Wind Quintet. Distinguished local musicians such as
       composers Howard Skempton and Andrew Downes and conductor Paul Leddington Wright, have also
       worked closely with our students (by talking about their work, conducting workshops and leading
       rehearsals). Existing links with other leading musicians locally and nationally include Tom Johnson (leading
       US composer, one of the founders of „Minimalism‟), Philip Mead (specialist in contemporary piano
       composition and performance), Chris Gumbley (jazz saxophone and improvisation), Shaun Baxter (electric
       guitar) and Paul Elliott (drumkit) and Martin Atkins (originally drummer of punk band PIL, entrepreneur,
       Evidence of employability of graduates as evidenced in DHLE – see Critical Review for details
       Overall the NSS results for PA were mixed and slightly down on previous years. A detailed response in the
       form of an action plan was formulated in October 2009 designed to address the key issues which will be
       supported by a range of activities to enhance student satisfaction by sharing good practice across the
       the department was part of the successful 2008 RAE submission and that research within the department
       was ranked world leading

       Creative Futures is the School of Art and Design Employability unit. Staffed by academic and careers staff,
       the unit offers students and staff support for careers, professional experience, employability, creative start-
       ups and employment.
       Creative Futures support teaching staff for PDP, ELP, Professional Experience and employability, offering
       sessions for modules, year groups and individual students. An appointment system allows students to

        receive individual support for CV writing, job applications and interview practise.
        Creative Futures staff work closely with colleagues in Art and Design to foster in students an appreciation of
        the reality of life in the creative industries and to prepare students for the varied career paths that are open
        to graduates in Art Design and Media.

The report of QAA‟s Institutional Audit undertaken in November 2008 confirmed that:
        Confidence can be placed in the soundness of the institutions current and likely future management of the
        academic standards of its awards

18 Additional Information
Key sources of information about the course and student support can be found in
Student Handbook
Module Guides
Module Information Directory (
Study Support information is accessible from student services home page

19 Mandatory and Option Modules

Module code      Module title                                    Credit   Pre/Co


145MPA           Performance Seminar 1                           40       Entry on to Course        M
146MPA           Theory and Practice                             40       Entry on to Course        M
148MPA           Contextual Studies 1                            20       Entry on to Course        M
142MPA           Ensemble Studies 1                              10       Entry on to Course        M
n/a              Add+Vantage                                     10       Entry on to Course        M
245MPA           Performance Seminar 2                           60       145MPA & 142MPA           M
246MPA           Ensemble Studies 2                              20       146MPA                    M
248MPA           Contextual Studies 2                            20       148MPA                    M
217CPA           Improvisation Intensive                         10       Any Year 1                O
                                                                          CPA,MPA,TPA, DPA

219CPA           Negotiated Study Minor                          10       Any Year 1                O
218CPA           Experimental Performance                        10       Any Year 1                O
214CPA           Performance and The Moving Image                10       Any Year 1                O
220CPA           Performance, Politics and Culture               10       Any Year 1                O
n/a              Add+Vantage                                     10       None                      M
Enhancement Year (optional)
202PA            International Enhancement Year                  40                                 O
201PA            Professional Enhancement Year                   40                                 O
345MPA           Performance Seminar 3                           40       245MPA                    M
348MPA           Final Recital Documentation                     10       245MPA                    M
306CPA           Dissertation                                    20       Any Year 2,               M
307CPA           Final Project: Collaborative Event              40       Any Year 2,               M
n/a              Add+Vantage                                     10       None                      M

M = Mandatory (i.e. must be studied and passed for the named award)
O = Option

20 Curriculum Map

                                                              Intended Learning Outcomes
             Knowledge and Understanding   Cognitive (Thinking) Skills         Practical Skills          Transferable Skills
Module       KU1    KU2   KU3   KU4        CS1   CS2    CS3    CS4       CS5   PS1    PS2    PS3   PS4   TS1   TS2    TS3      TS4   TS5
145MPA       x      X     x     X          x     x      x      x         x     x      x      x     x           x      x        x     X
146MPA       x            x     X          x            x      x         x     x                   x     x            x        x     X
148MPA       x      X     x     X                x      x      x         x                         x     x     x      x        x
142MPA       x            x     X                                        x     x                   x     x            x        x     X
245MPA       x            x     X          x     x      x                x     x      x      x     x     x     x      x        x     X
246MPA       x      X     x     X                x      x      x         x                         x     x     x      x        x
248MPA       x      X     x     X          x     x      x      x         x     x      x      x     x     x     x      x        x     X
217CPA       x            x     X          x     x                       x     x      x            x     x            x        x     X
219CPA       x      X     x     X          x     x      x      x               x      x      x     x           x      x        x     X
218CPA       x            x     X          x     x                       x     x      x            x     x            x        x     X
214CPA       x            x     X          x     x                       x     x      x            x     x            x        x     X
220CPA       x      X     x     X          x     x      x      x               x      x      x     x           x      x        x     X
345MPA              X     x     X          x     x      x                x     x      x      x           x     x      x        x     X
348MPA       x      X           X                       x      x                                                               x
306CPA       x      X           X                       x      x                                               x      x        x     X
307CPA       x            x                x     x                             x      x      x     x     x     x               x     X

21 Capabilities (Skills) Map

Module codes     Learning to    Working with     Problem           Numeracy    IT and Online Communication   Career   Information  Personal
                   Learn          others        Solving and                       Learning                 Management Management Development
                                                Innovation                                                                         Planning
145MPA          TPA             TP             TPA             P               TPA             TPA               P              TPA             TPA
146MPA          TPA             TPA            TPA                                             TPA                              P               P
148MPA          TPA                            P                               P               TPA               P              TPA             P
142MPA          TPA             TPA            TPA             TPA             TPA             TPA               P              TPA
245MPA          TPA             TPA            TPA             P               TPA             TPA               TPA            TPA             TPA
246MPA          TPA             TPA            TPA             P                               TPA               P              P               P
248MPA          TPA                            TPA             P               P               TPA                              TPA
217CPA          TPA             TPA            TPA                                             TPA
219CPA          TPA                            TPA             P               P               TPA               P              P
218CPA          TPA             TPA            TPA                                             TPA                              P
214CPA          TPA             TPA            TPA             P                               TPA                              P
220CPA          TPA                            TPA             P               P               TPA                              TPA
345MPA          TPA             PA             TPA                                             TPA               PA             PA
348MPA          PA                             PA                              P               PA                TPA            TPA             TPA
306CPA          TPA                            PA                              PA              TPA               P              TPA
307CPA          TPA             TPA            TPA                             P               TPA               TPA            P               P
Key: T=Taught, P=Practiced, A=Assessed
The Code of Practice for Academic and Professional Skills Development requires that each of the capabilities be demonstrated at least once during the

Capability Outlines (from the Code of Practice for Academic and Skills Development)
Learning to Learn – Students should be ready to accept responsibility for their own independent learning. They should also be able to reflect on their learning
and appraise their capabilities and achievements. Students should also be able to identify their individual needs for effective learning.
Working with Others – Students should be able to work effectively as part of a group, and respect the dignity, rights and needs of others.
Problem Solving and Innovation – Students should be able to use problem-solving skills in a variety of practical situations. They should be able to demonstrate
creativity, flexibility, perception, decisiveness, confidence and an awareness of values.
Numeracy – Students should be able to interpret, analyse and present numerical data.
IT and Online Learning – Students should be able to use computer-based systems for learning, communicating, collaborating with peers and tutors, and
working with data.
Communication – Students should be able to communicate effectively in appropriate forms in a wide variety of situations.
Career Management – Students should appreciate the values, culture, structure and process of work organisations relevant to their area of study. Students
should also appropriately match their experience and academic achievements to employer expectations.
Information Management – Students should be able to carry out research relevant to their field of study by retrieving and using information drawn from a variety
of resources.
Personal Development Planning – Students should be able to demonstrate self-awareness, set personal goals and record achievement.
Capabilities developed through the Add+vantage Scheme
In all full-time UK based undergraduate courses (with the exception of those that lead to a licence to practice), students will undertake at least one 10 credit
Add+vantage module in each of the three years of their course. Theses Add+vantage modules will develop the following generic capabilities:
         Problem Solving Skills
         Action Planning and Organising
         Written and Oral Communication
         Questioning and Listening

Employability competencies and career management skills will be introduced in each Add+vantage module. The following personal qualities related to
employability will be addressed in each of the Add+vantage modules:
      Achievement orientation
      Initiative (Creativity)
      Self Confidence
      Career Management Skills

                                Part 2: Supporting Information for
                  BA ( Hons) Music Performance and Professional Practice

1 Relationship to the National Qualifications Framework, Subject Benchmarks and
Professional/Statutory Body requirements

As set out in the descriptor in the Framework for Higher Education Qualifications in England, Wales
and Northern Ireland, intended learning outcomes for the music performance programme seeks to
enable students to develop a clear and systematic understanding of the key aspects of music
performance, underpinned by detailed knowledge of significant current theory and practice. They will
be encouraged to develop and apply critical and analytical techniques within the study and practice of
music composition; to use innovative thinking to respond creatively to challenges within music; and, to
demonstrate a sound grasp of significant current developments. A high value is placed on the
development of students‟ ability to respond to complex challenges and to recognise the potential
uncertainties and ambiguities surrounding the study of music composition. Students are required to
take increasing responsibility for the management of their own learning, culminating in the
management of their own final projects (including both research and practice), and to develop their
skills in identifying, evaluating and reviewing research materials. The programme actively
encourages students to develop a range of transferable skills, and this is enhanced by the University‟s
programme of Add+vantage modules designed to provide students with a range of employability and
enterprise related skills and knowledge.

The programme adheres to the qaa subject-specific benchmarks for music
( by
developing and enabling students to cultivate: technical mastery on an instrument/voice; powers of
interpretation; artistic and expressive skills; presentational skills in concert programmes; ensemble
skills; understanding of cultural conventions in repertoire; improvisation skills; as well as gaining an
understanding of musical repertoire appropriate to their musical practice.

2 Teaching and Learning Strategy

The Programme Specification identifies the teaching and learning methods used to enable students to
achieve the stated learning outcomes.
The course aims to move from a set-up in the first year where teaching and learning is directed by
module tutors, towards a situation in the third year where students take more responsibility for
negotiating details of their learning experience and developing independent learning skills. The nature
of the course is such that the teaching and learning strategies balance practical classes, project work,
group work, individual study and lecture/seminars so as to reflect the general balance of one-third
academic study and two-thirds practice-based work.
The design and delivery of the curriculum is informed by University and School developments in
teaching and learning, including the University‟s Teaching and Learning Strategy. New staff undertake
the Postgraduate Certificate in Teaching and Learning. The School currently does not have a
Teaching Fellow, however several School staff are engaged in pedagogic research much of which
directly informs developments within the Department. Staff pedagogic research within Performing Arts
has focused on: reflective practice and the use of reflective journals; teaching, learning and
assessment strategies in relation to students with special needs; and, theorisation around movement
teaching techniques for actors and dancers.
The course involves a high level of practical coursework. This level of engagement in practice is
essential if the students are to acquire the practical skills to enable them to compete for work on
graduation. Within ensemble and performance-based work there is, naturally, a high proportion of
group work, again a key element within music practice. Students‟ workloads reflect this balance and
assessments are planned to take account of this. Practical work is highly motivational and recognised
by staff and students as a key part of the course. The emphasis on group work encourages students
to take responsibility for their work and accept their responsibility to others. Students are encouraged
to reflect throughout their course on their personal and professional development, through tutor
feedback, group discussions, reflective writing and self-evaluation.
The development of discipline-specific elements of personal development planning is embedded into
the programme in the first two years within the 40 (Level 4) & 60-credit (Level 5) performance
seminars – the core element of the course – supporting the pdp with reflection documentation on the
individual‟s compositional process and learning. In year 3, there is a separate 10-credit final recital
documentation module; the pdp strand will develop students‟ understanding of the principles involved
in personal development, the techniques for gathering and presenting evidence and the skills needed
in order to reflect on and develop their personal development. This will be supported by reflective
personal development planning within other modules throughout all levels of the course.
A further key theme of the stated learning outcomes is the ability to manage the presentation of
compositional work to an audience and to situate artistic endeavour within the wider performing arts
community and economy. For this reason guest artists working in areas of musical creative endeavour
will contribute to the delivery.

The music staff profile embodies a broad range of experience and expertise with each staff member
regularly engaging in professional development activities and continuing to perform, create and / or
contribute to the wider research culture through publication.

3 Assessment Strategy

The assessment strategies for the programme outlined aims to ensure that students are given a range
of opportunities, appropriate to a music composition degree, to demonstrate their ability, skills and
knowledge. The assessment strategy broadly aims to encourage students to synthesise theory and
practice, to relate the skills and knowledge they acquire to the world of work, to demonstrate their
ability to work independently and in teams, and to develop a critical approach to and understanding of
composition and performance. Students are encouraged to reflect on their own work and progress;
approaches to reflective creative practice form part of the pedagogic research of the department.
Students reflect through reflective documentation and tutorial scenarios. This work informs
assessment both directly and indirectly and encourages students to develop an independent and
critical approach to their practice, and a sense of the relationship between their studies and the
professional arena.
Formative elements of assessment are embedded in the module delivery. Students receive verbal
feedback from tutors during the modules, they are encouraged to evaluate their own work and that of
other students, and external experts are invited in to comment on students work. Summative
assessment includes a wide range of assessment methodologies including: compositions, portfolios,
performances, class-work, essays, reflective writing, presentations, assessed tasks and reviews. In
this way students are able to demonstrate ability in several different categories of student
performance. The courses adhere to the assessment policies and guidelines of the University and the
School of Art and Design.
Practical work within the performing arts often involves group work. Effective group work relies upon
students taking a responsible attitude to attendance and punctuality. The department are aware of the
complex nature of the assessment of group work and group collaboration. To ensure fairness a
number of indicators are used to assess student performance, for instance: attendance and
punctuality; tutor observation; peer evaluation; and, reflective journals. Tutors will give clear guidance
to students at the start of relevant modules regarding the weighting given to group work and group
collaboration, the criteria used for assessing group work, and the mechanisms used to assess
students‟ group work.

4 Programme/Course Management

Music provision within Coventry University sits within Performing Arts and thus falls under the remit of
Dr Geoff. Mr Marcus Cornall is Course Director and Admissions Tutor for the performance

Students on the course will be invited to join the Course Consultative Committee meetings which take
place each term in Performing Arts and include all courses and all years.

Year 1 Tutor: Marcus Cornall
Year 2 Tutor: Marcus Cornall
Year 3 Tutor: Dr Julian Hellaby

5 Entry Requirements and Selection Procedures

UCAS entry profiles may be found at
The Performing Arts degree programmes all seek to recruit students who are highly motivated and
able to respond to the challenges offered by work in a competitive and demanding field. The staff are
committed to the University‟s mission to widen opportunities in Higher Education, and recruitment
procedures operate in line with the University‟s commitment to equality of access. Applications from
mature and disabled applicants are encouraged.
All applicants are expected to meet the University‟s Standard Entry Requirements and to have
demonstrated achievement to an adequate standard at A-level, and/or BTEC National Diploma and/or
GNVQ, or equivalent. Typically applicants will be expected to demonstrate the following levels of
        Music and Professional Practice - an A Level tariff of 200-220 points, including C or above in A
        Level Music, or a profile of MMM for a BTEC ND in Performing Arts, plus ABRSM Grade 5
        Theory, Grade 7 instrument (or equivalent)

For mature applicants, a suitable Access to Higher Education course, foundation course or evidence
of appropriate understanding, experience and ability will be acceptable.
After consideration of the evidence provided on the UCAS form, suitable applicants will be invited to
attend an interview and audition. The audition will enable the applicant to demonstrate the quality of
their work. Offers will usually be made on the basis of the students' current achievement, their
predicted examination results and evidence of their ability as presented at interview and audition.
Applicants with appropriate experience and/or previous qualifications will be advised of the possibility
for Accreditation of Prior Experience and Learning in accordance with the University‟s AP(E)L policy.
Students with an HND or a Foundation degree in an appropriate music subject or practitioners with
relevant experience may apply for entry at Level 2 or Level 3 through Accreditation of Prior Experience
and/or Learning.

6 Compliance with the University’s Academic Regulations and current legislation

The programme complies with the University‟s Academic Regulations. All procedures and practices
are consistent with University guidelines, policies and codes of practice.
The Performing Arts department has experience of assessing students with a range of disabilities. The
department seeks, together with relevant staff in the School of Art and Design and in the University‟s
Disabilities Office, to ensure that suitable arrangements and/or variations are made for students with
special needs so that they can achieve all relevant intended learning outcomes.

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