MA Music Performance: Solo Voice Ensemble Singing Programme Specification 2023-24

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1	ACADEMIC QUALITY TEAM
2	Programme Specifications 2023-24
3	Revised February 2023
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6	Programme Title			MA Solo Voice Ensemble Singing.
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8	This document applies to students who commenced the programme(s) in:			September 2023		Award type			MA
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10	What level is this qualification?			7		Length of programme			12 months
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12	Mode of study (Full / Part Time)			Full-time
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14	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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16	Awarding institution			University of York		Board of Studies for the programme			Music / School of Arts & Creative Technologies
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18	Lead department			Music / School of Arts & Creative Technologies		Other contributing departments			N/A
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20	Language of study and assessment			English		Language(s) of assessment			English
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22	Is this a campus-based or online programme?			campus
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24	Partner organisations
25	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
26	I Fagiolini vocal ensemble, who provide coaching on the programme (indicated in the SoP). I Fagiolini are run (and were founded by) the Programme Leader and their integrated involvement in the programme has been a core feature from when it began as a pathway within the old MA Music programme.
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29	Reference points
30	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).
31	University's Frameworks for Programme Design; QAA Subject Benchmark Statements.
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34	Credit Transfer and Recognition of Prior Learning
35	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
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39	Exceptions to Regulations
40	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.
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44	Internal Transfers
45	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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47		Transfers in:	No			Transfers out:	No
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50	Statement of Purpose
51	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.
52	The MA in Music Performance: Solo Voice Ensemble Singing programme will equip you to understand and engage meaningfully, creatively and critically to a high level with a range of vocal music for ensemble connecting the worlds of solo and choral singing. As well as receiving general vocal coaching, you will work on the specific difficulties faced by singers in a genre that combines both choral precision and solo expression. You will also be coached by singers from world-famous ensemble, I Fagiolini, and learn to challenge accepted norms about this kind of singing. You will explore how audiences receive this repertoire, much of which was not written with public concert performance in mind, and consider how this affects presentation and performance. You will benefit from York’s vibrant performance culture, our long history of innovative practice-based teaching and research, and our lively and supportive community of students and staff. This programme is designed to produce innovative, free-thinking graduates with the knowledge, skills, and critical understanding needed for higher degrees and for a range of prestigious graduate careers in music and other related disciplines.
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63	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).
64	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
65	PGCert Music Performance: Solo Voice Ensemble Singing.			Exit award only	Students will have achieved PLOs 2-5 albeit at a lesser depth than for the MA programme. They will also have made progress towards PLOs 6 and 7.			Any 60 credits; must include Recital 1 and DYAP 1.
66	PGDip Music Performance: Solo Voice Ensemble Singing.			Exit award only	Students will have achieved PLOs 2-7 albeit at a lesser depth than for the MA programme.			Any 120 credits.
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68	Programme Learning Outcomes
69	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...'
70	1	Research independently and collaboratively with the sophistication, close attention to detail and creative flair developed through the advanced study of music at Master’s level.
71	2	Lead, or constructively contribute to, advanced-level musical activity by performing and communicating about performance at a professional level, supported by advanced skills of critical listening, analysis and reflective practice as appropriate.
72	3	Plan and execute critically informed performances through rigorous planning and the application of appropriate principles and methods, theoretical knowledge, methodologies, practical techniques and experience, and artistic imagination with sophisticated command of individual expressive capability within an ensemble context.
73	4	Make use of acoustically pure intonation and perform according to its implications, both melodically and harmonically, as well as to analyse any score - of any period - with these skills and be able to pass on this understanding to others.
74	5	Communicate at an advanced level on a range of issues relating to the history and present of musical repertoire and its performance, its relation to wider culture, and its technical and artistic execution, using appropriate written and oral media and music-making activities.
75	6	Apply the musical and transferable skills gained throughout the programme with confidence and aptitude in a range of national and international professional contexts, for example performance (whether in small consort or larger-scale choral contexts), teaching, project management, academic work, and collaboration.
76	7	Apply self-evaluative skills of reflective practice to inform current work and continuing professional development in performance with creativity, imagination and initiative.
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78	Diverse entry routes
79	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.
80	Students need to have knowledge of Western musical notation and vocal performance ability demonstrated through work submitted at application, but beyond that we can facilitate transition into the programme through the core module 'Research Skills for Musicians', as well as one-to-one supervision, referrals to the University Writing Centre, use of Academic Skills sessions and bespoke in-School training in academic integrity.
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89	Inclusion
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91	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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93	Employability
94	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.
95	This course is directly beneficial to students wishing to break in to the commercial world of classical singing. You'll gain vital skills for performing your repertoire professionally, enabling you to be competitive within the professional solo and choral worlds. Career opportunities: Music teacher Freelance solo performer Performance research and PhD study Private music tutor Community arts worker Member of a choir. Transferrable skills: Choral music Solo music Understanding auditions Repertoire knowledge Dealing with performance anxiety Time management Teamwork Collaboration.
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