Studying at York
Practical & Technical Development II - MUS00116I
- Department: Music
- Credit value: 20 credits
- Credit level: I
- Academic year of delivery: 2022-23
- See module specification for other years: 2023-24
Module summary
This module consists of practical and technical skills tuition.
Module will run
| Occurrence | Teaching period |
|---|---|
| A | Autumn Term 2022-23 to Summer 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 continue to develop their own individual interests and specialisations by setting their own developmental goals and continuing to develop their portfolio of recorded work.
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.
- knowledge of complex technical solutions for recording challenges.
- an deeper awareness of balance, processing, and production through attentive listening.
- to define and attain identified professional development goals.
- to expand individual portfolio materials.
Indicative assessment
| Task | % of module mark |
|---|---|
| Essay/coursework | 50 |
| Groupwork | 50 |
Special assessment rules
None
Additional assessment information
There will be formative group critical listening presentations in weeks 6 and 7 of Autumn Term, which will focus on critical and analytical listening skills, mix analysis, and sound recording specific research skills covered over the first weeks of the module. At the start of term, students will be assigned a set work (one per group). The presentation will present the set work, focusing on proficiencies that students have identified as areas they want to improve. The presentations will be formative, providing a feedback point for students before embarking on their recreations.
The summative assessment will consist of two elements: a group recreation project (50%) and an individual portfolio with commentary (10%). The group recreation project follows on from the formative critical listening presentations: students will be asked to recreate their set work as closely to the original as possible. This will support and develop core technical skills, and allow students to focus on the practical implementation of key proficiencies. The exercise will also encourage students to further develop their skills in researching and implementing existing production techniques specific to relevant works. Students will be assessed on the recreation they produce (25%) and on a group presentation discussing their recreation (25%). This portion of the assessment will take towards the end of Spring Term.
The independent portfolio consists of no fewer than 2 pieces of work that show development in students' practical and professional practice, aligned with a selection of the 15 key proficiencies. Students may submit work in any format they choose. Due to the varied nature of the submissions (students can submit a variety of work), the work will be assessed using relevant marking descriptors published in the handbook. This covers: creative coding projects; edited acoustic recordings; music/audio systems programming; pop production; composition; essays; music psychology literature reviews or study reports; performances; vocational work; reflection. While previous work has primarily fallen into categories of editing, recording, and pop production, students’ portfolios may reflect some of these other areas. The assessment will be supported by individual and group tutorials throughout Summer Term when the assessment will be due. Students will also be asked to produce a short commentary on their portfolio: the overall weighting for this 50% of the module will be 40% portfolio, 10% commentary.
Indicative reassessment
| Task | % of module mark |
|---|---|
| Essay/coursework | 100 |
Module feedback
Confirmation of marks within standard university turnaround period.
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.
Other relevant reading will be recommended by the module leader.