Studying at York
Practical & Technical Development I - MUS00111C
Module summary
This module consists of practical and technical skills tuition, in addition to exploration of key musical works in a weekly lecture series.
Module will run
| Occurrence | Teaching period |
|---|---|
| A | Autumn Term 2022-23 to Spring Term 2022-23 |
Module aims
This module develops practical and technical skills, knowledge of repertoire and critical listening abilities through workshops, lectures and guided listening sessions. Over the year, students will work on technical proficiencies both to reinforce and extend the wide range needed across this stage of their programme and to develop those broader skillsets necessary for a sound recordist’s professional development. Students will start to develop their own individual interests and specialisations by setting their own developmental goals with a view to expanding their portfolio of recorded work. They will also be exposed to a wide variety of music, across musical genres and from different historical periods, through the weekly ‘Music in context’ lectures given by a wide range of academic staff.
Module learning outcomes
Skills Development:
- a broader knowledge of relevant techniques, skills, concepts, and proficiencies.
- an increased awareness of performance and technical practice.
- punctuality, preparation, focus and attention.
- an understanding of rehearsal or session organisation.
- technical solutions for recording challenges.
- an awareness of balance, processing, and production through attentive listening.
- define and attain identified professional development goals.
- expand individual portfolio materials.
Critical Listening:
By the end of the module students will have:
- widened their knowledge of recorded music through history.
- become familiar with both standard classics and rarer items, from across the whole gamut of available musics.
- engaged critically with processes of musical perception.
- gained insight into a number of key works.
- become aware of the many different ways in which music can be studied.
- developed their written responses to a variety of musical experience.
Indicative assessment
| Task | % of module mark |
|---|---|
| Essay/coursework | 50 |
| Essay/coursework | 50 |
Special assessment rules
Pass/fail
Additional assessment information
There will be a formative assessment each term based upon 13 key proficiencies (tracking, editing, mixing, mastering, DAW operation, studio operation, MIDI, music theory, listening skills, automation and control, processing, routing, and microphone technique) allowing students to track their own progression and identify areas for future improvement. Students will self-assess their progression using the module proficiency indicators. The summative assessment will consist of a folio submission which will include at least two pieces of work. These pieces must be novel i.e. not used for previous submissions or for previous projects. As a part of the folio, students will engage with a self-reflective document which maps their progress onto the module proficiency indicators, allowing them to understand their development through the module and across their degree programme; they will also write a 1500w critical reflection on their response to music with the 'Music in Context' series.
Indicative reassessment
| Task | % of module mark |
|---|---|
| Essay/coursework | 50 |
| Essay/coursework | 50 |
Module feedback
Confirmation of Pass / Fail within University designated timeframe for provision of feedback.
Indicative reading
Everest, F. Alton. 2007. Critical Listening Skills for Audio Professionals. Boston, MA: Course Technology/ Cengage Learning.
Herbert, Trevor. 2001. Music in Words: A Guide to Researching and Writing about Music ; Oxford: OUP.
Rumsey, Francis, and McCormick, Tim. 2009. Sound and Recording. 6th ed. Amsterdam ; London: Elsevier/Focal.
Truss, Lynne. 2003. Eats, Shoots & Leaves ; London: Profile Books.
Further readings will be suggested by individual staff members in the Music in Context lectures.