MA Community Music Programme Specification 2025-26

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1	ACADEMIC QUALITY TEAM
2	Programme Specifications 2025-26
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5	Programme Title			MA Community Music
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7	This document applies to students who commenced the programme(s) in:			2025-26		Award type			MA
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9	What level is this qualification?			7		Length of programme			1 year
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11	Mode of study (Full / Part Time)			Both
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13	Will the programme use standard University semester dates?			Yes		For York Online programmes, will standard dates for such programmes be used?			N/A
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15	Awarding institution			University of York		Board of Studies for the programme			School of Arts and Creative Technologies
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17	Lead department			School of Arts and Creative Technologies		Other contributing departments			N/A
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19	Language of study and assessment			English		Language(s) of assessment			English
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21	Is this a campus-based or online programme?			Campus-based
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23	Partner organisations
24	If there are any partner organisations involved in the delivery of the programme, please outline the nature of their involvement. You may wish to refer to the Policy on Collaborative Provision
25	N/A
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27	Reference points
28	Please state relevant reference points consulted in the design of this programme (for example, relevant documentation setting out PSRB requirements; the University's Frameworks for Programme Design (UG or PGT); QAA Subject Benchmark Statements; QAA Qualifications and Credit Frameworks).
29	University's Frameworks for Programme Design (PFT); QAA Subject Benchmark Statements
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31	Credit Transfer and Recognition of Prior Learning
32	Will this programme involve any exemptions from the University Policy and Procedures on Credit Transfer and the Recognition of Prior Learning? If so, please specify and give a rationale
33	No
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35	Exceptions to Regulations
36	Please detail any exceptions to University Award Regulations and Frameworks that need to be approved (or are already approved) for this programme. This should include any that have been approved for related programmes and should be extended to this programme.
37	N/A
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39	Internal Transfers
40	Please use the boxes below to specify if transfers into / out of the programme from / to other programmes within the University are possible by indicating yes or no and listing any restrictions. These boxes can also be used to highlight any common transfer routes which it would be useful for students to know.
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42		Transfers in:	Yes, most likely from MA Music Education: Instrumental and Vocal Teaching, and MA Music Education: Group Teaching & Leadership.			Transfers out:	Yes, most likely to MA Music Education: Instrumental and Vocal Teaching, and MA Music Education: Group Teaching & Leadership.
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45	Statement of Purpose
46	Please briefly outline the overall aims of the programme. This should clarify to a prospective student why they should choose this programme, what it will provide to them and what benefits they will gain from completing it.
47	The MA in Community Music will enable you to facilitate inclusive and creative music activities, using appropriate leadership approaches, with diverse groups of people in a range of social contexts. It will provide you with the skills and knowledge to devise and manage participatory projects and to carry out primary research using practice-based approaches, critical thinking and safe data management. The course covers music in education, health, welfare, social justice and recreation and nurtures your ability to move flexibly across these fields. The programme's practical approach is complemented by topics in arts administration, project management and underpinning philosophies, preparing you to meet the demands and professional requirements of related employment. The course has proven attractive to recent graduates, mature students and international students alike. Typical applicants may have an interest in the creative application of music in various participatory settings such as education, health, and personal or community development but may not wish to train exclusively within one of these areas; they may be attracted to the growth in job opportunities in arts management, administration and consultancy; or they may wish to develop a portfolio career in a range of scholarly, professional and charitable settings. The programme aims to meet these needs and interests through its wide-ranging course structure that balances breadth of subjects with specialised research projects.
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55	If there are additional awards associated with the programme upon which students can register, please specify the Statement of Purpose for that programme. This will be most relevant for PGT programmes with exit awards that are also available as entry points. Use additional rows to include more than one additional award. Do not include years in industry / abroad (for which there are separate boxes).
56	Exit Award Title			Is the exit award also available as an entry point?	Outcomes: what will the student be able to do on exit with this award?			Specify the module diet that the student will need to complete to obtain this exit award
57	PGCert in Community Music			Exit only	Students will have completed PLOs 1, 5 and 6, although in less depth than students achieving the full MA. Depending on modules passed, they may also have completed PLOs 2, 3, 4, 7 and/or 8, again in less depth.			Any 60 credits
58	PGDip in Community Music			Exit only	Students will have completed PLOs 1-6 and 8, although some will be covered in less depth than students achieving the full MA. Students who pass the independent capstone project will also complete PLO 7.			Any 120 credits
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60	Programme Learning Outcomes
61	What are the programme learning outcomes (PLOs) for the programme? (Normally a minimum of 6, maximum of 8). Taken together, these outcomes should capture the distinctive features of the programme and represent the outcomes that students progressively develop in the programme and achieve at graduation. PLOs should be worded to follow the stem 'Graduates will be able to...'
62	1	Apply musical activity to a variety of formal and informal settings, including education, health, social care, the criminal justice system, youth work and play by effectively utlilising knowledge of, and skills in organising, community-based projects.
63	2	Facilitate different client and user groups to identify their recreational and educational interests in music, thereby helping them to realise their creative potential and enhance their wellbeing by employing effective interpersonal and communication skills.
64	3	Devise and manage practical outreach projects, implementing delivery strategies, identifying key issues and evaluating their effectiveness, outcomes and impacts.
65	4	Employ musical skills with versatility by drawing confidently on a knowledge of different creative disciplines including composition, instrumental and vocal performance, theatre and digital technology.
66	5	Write with authority and flexibility to deliver texts in a range of styles and conventions including essays, evaluations and reports, project and lesson plans, project proposals and funding applications, policy statements and risk assessments to demonstrate systematic depth and understanding of scholarly and vocational specialisms.
67	6	Apply relevant and current theories, policies and methodologies to their ongoing personal growth and development as practitioners and researchers through an ability to adopt a critical approach to their work.
68	7	Confidently identify opportunities for further research in future postgraduate study or within a workplace environment by utilising the research, presentation skills and fieldwork expertise developed during the programme and in the production of an independent capstone project.
69	8	Employ a range of job search and networking skills to enable pursuit of a porfolio career in their chosen specialism.
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71	Diverse entry routes
72	Detail how you would support students from diverse entry routes to transition into the programme. For example, disciplinary knowledge and conventions of the discipline, language skills, academic and writing skills, lab skills, academic integrity.
73	We will accept students with non-music-based first degrees if they are engaged in a musical practice and have significant experience in related fields (e.g. social work, community development, mental health practice). These students will be supported through frequent one-to-one supervisions and in-course sessions dealing with research and study skills. Students will be welcome to approach the programme via foundation or pre-sessional study at the International Pathway College, which will prepare them for the course. Students will develop their disciplinary knowledge in all of the modules. Students will be encouraged to avail of whatever language and writing support is available in the university/Faculty/School from the point the programme starts.
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77	Inclusion
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79	Please confirm by ticking the box on the right that the design, content and delivery of the programme will support students from all backgrounds to succeed. This refers to the University's duties under the Equality Act 2010. You may wish to refer to the optional Inclusive Learning self-assessment tools to support reflection on this issue.
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81	Employability
82	Please give a brief overview - no more than 5 sentences - of how the programmes helps develop students' employability. Your Faculty Employability Manager can help reflection on this issue. This statement will be used by Marketing as the basis for external content with respect to employability.
83	Graduates of this course are highly placed in many of the UK arts institutions, with many employed at UK and overseas institutions. Others have taken advantage of the diverse portfolio of arts management and administration gained from this course, or gone on to qualify further as music therapists. You'll also be perfectly equipped to continue your studies to PhD level. Transferable skills: Time management Leadership Teamwork Critical reflection Presentation Sophisticated writing skills IT and technical skills Communication
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94	Description of Structure
95	Provide a BRIEF description of the structure of the first stage (UG) or programme (PGT): this is only necessary if this is not evident from the tables below. For instance, an entry might be 'students choose X modules in Autumn Semester from List A and Y modules from List B'. For York Online programmes using the 'carousel' model, the description should include whether any modules have to be taken in a particular order (e.g. if there is an introductory module and/or any constraints on the timing of option and/or ISM or ISM-related modules).
96	Semester 1: 3 x core modules Semester 2: 2 x core modules + 1 x option Semester 3: Capstone
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100	Part-Time Structure (Normally PGT Only): For part-time variants of programmes, please use the box below to specify which modules will be taken in year 1 and which will be taken in year 2 (and so on if more than 2 years).