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Programme Information & PLOs
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Title of the new programme – including any year abroad/ in industry variants
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BA Music
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Level of qualification
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Please select:Level 6
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Please indicate if the programme is offered with any year abroad / in industry variants Year in Industry Please select Y/NNo
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Year AbroadPlease select Y/NNo
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Department(s): Where more than one department is involved, indicate the lead department
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Lead Department Music
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Other contributing Departments: N/a
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Programme Leader
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Please name the programme leader and any key members of staff responsible for designing, maintaining and overseeing the programme.
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Martin Suckling
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Purpose and learning outcomes of the programme
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Statement of purpose for applicants to the programme
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York Music graduates are creative, reflective and independent-minded individuals active in a diverse range of music professions and beyond. Throughout the BA Music, you can expect to develop sophisticated musical skills, research and writing techniques, analytical and creative thinking, and the ability to work collaboratively and independently. This will allow you to pursue a rewarding career in music, the arts, education, or many other fields in which creativity, rigour and initiative are valued. We have an exceptionally flexible teaching system: as well as learning key skills, you will specialise in your own choices of study under expert guidance in our wide-ranging option modules. Performance, composing, musicology and music technology are all available to you, and all types of music are valued. We are a close-knit community and we teach in small groups and regular individual tutorials, so you will always be actively engaged, whether in seminars, instrumental/vocal lessons, workshops or guided independent study. You will have access to facilities including two public concert halls, a large collection of Western and world instruments, numerous practice rooms, recording studios and IT areas, allowing you to develop your specialisms and explore areas you may not have encountered before.
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Programme Learning OutcomesPlease provide six to eight statements of what a graduate of the programme can be expected to do.
Taken together, these outcomes should capture the distinctive features of the programme. They should also be outcomes for which progressive achievement through the course of the programme can be articulated, and which will therefore be reflected in the design of the whole programme.
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PLOOn successful completion of the programme, graduates will be able to:
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1Understand and engage meaningfully, creatively and critically with a range of music from different traditions and parts of the world, by drawing upon knowledge and experience of music’s histories, its structures and its varied uses.
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2Lead, or constructively contribute to, high-level musical activity, for example by performing, composing, listening, thinking critically, analysing, editing, improvising, notating or employing studio techniques and digital literacy at an advanced level.
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3Research independently and collaboratively, whether as preparation for postgraduate study or for the workplace environment, with analytical sophistication, close attention to detail and creative flair.
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4Apply 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, composition, teaching, management, academic work, studio work and community music projects.
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5Communicate with clarity and critical insight on a range of issues relating to music, the arts, society and culture, using appropriate written and oral media and music-making activities.
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6Approach familiar tasks as well as new and challenging situations with creativity, imagination and initiative, and identify resourceful and entrepreneurial actions that have real benefit for themselves and others.
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7Work independently and self-reliantly, and also contribute with purpose and responsibility to different communities through team-working skills that are founded on a commitment to inclusivity and are informed by a deep understanding of the role of music as an expression of culture.
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Programme Learning Outcome for year in industry (where applicable)
For programmes which lead to the title ‘with a Year in Industry’ – typically involving an additional year – please provide either a) amended versions of some (at least one, but not necessarily all) of the standard PLOs listed above, showing how these are changed and enhanced by the additional year in industry b) an additional PLO, if and only if it is not possible to capture a key ability developed by the year in industry by alteration of the standard PLOs.
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N/A
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Programme Learning Outcome for year abroad programmes (where applicable)
For programmes which lead to the title ‘with a Year Abroad’ – typically involving an additional year – please provide either a) amended versions of some (at least one, but not necessarily all) of the standard PLOs listed above, showing how these are changed and enhanced by the additional year abroad or b) an additional PLO, if and only if it is not possible to capture a key ability developed by the year abroad by alteration of the standard PLOs.
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N/A
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Explanation of the choice of Programme Learning OutcomesPlease explain your rationale for choosing these PLOs in a statement that can be used for students (such as in a student handbook). Please include brief reference to:
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i) Why the PLOs are considered ambitious or stretching?
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The PLOs are formulated in the following way: no 1 is an overall statement intended to capture the value we place on creativity, criticality and diversity of musical experience. No 2 is about musical skills and what students might do with them. No 3 is about the research skills that students will gain and what these will enable. No 4 is specifically about employability (but it should be noted that the abilities covered in the other PLOs are also relevant to employability). No 5 is about critical thinking and communication skills. No 6 is about applied creativity. No 7 is about inclusivity, working with communities and independence. The PLOs thus envisage well-rounded graduates with the types of skills that will allow them to flourish not just in music-related careers, but also in the arts more generally, in education and community settings, and in a diverse range of fields. The PLOs are formulated in such a way as to encourage our students to be ambitious. PLO 2 speaks about graduates 'lead[ing], or constructively contribute[ing] to, high-level musical activity'. PLO 3 mentions the 'analytical sophistication' we expect our students to develop. PLO 4 mentions the 'confidence and aptitude' with which we expect our graduates to apply their skills 'in a range of national and international professional contexts'. PLO 5 speaks about the ability to communicate with 'critical insight'. PLO 6 expects our graduates to be able to face challenging situations with 'creativity, imagination and initiative', while PLO 7 mentions the 'purpose and responsibility' with which our graduates will conduct themselves in their collaborative and independent undertakings. We have incorporated this level of ambition into the PLOs after discussion with our students at the SSF and BoS, and we feel it is appropriate, given the achievements of our graduates to date.
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ii) The ways in which these outcomes are distinctive or particularly advantageous to the student:
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The outcomes are distinctive in their emphasis on combining criticality, creativity, initiative, entrepreneurship and team work. This combination makes a York Music graduate very employable, not just in the field of music, but also in non-music-related fields. The PLOs are written in an open way that takes into account a) the varied career paths that graduates of our Department pursue, and b) the very flexible routes through the programme, which allow the students to specialize according to their interests and strengths. This flexibility is a particular hallmark of the York BA Music programme, and a recognition that the field of Music is very wide and that careers in Music and related areas can take many different directions. We believe in the principle of integrated teaching (for example, the combination of critical work with practical work in a single module), and each module is likely to address a range of individual PLOs to varying degrees depending on the exact skill set involved in that particular module. Overall, we regard it as a strength when modules contribute to many PLOs at once. This feature of our programme, together with the spiral curriculum, allows students repeated exposure to the types of experiences that will allow them to develop in sophistication and achieve the PLOs fully by the time they finish the programme.
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iii) How the programme learning outcomes develop students’ digital literacy and will make appropriate use of technology-enhanced learning (such as lecture recordings, online resources, simulations, online assessment, ‘flipped classrooms’ etc)?
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PLO 2 mentions advanced studio techniques and digital literacy as some of the skills a student can expect to develop at York. Students have the opportunity to study studio techniques and develop their knowledge of music-related software (for example, software related to notation, composition, music production and music psychology) in a wide variety of option modules. Option module assessment generally involves the students producing a portfolio of work, and in many cases this will involve submission formats that demonstrate the acquisition of skills related to particular types of software above and beyond standard word-processing packages. PLO 3 deals with research skills, and hence with specific forms of digital literacy that are first encountered in the first-year module 'Making Music, Studying Music', in which the students learn how to search for sources using online tools. These research skills are revisited and extended in every option module, since all option modules involve students carrying out research, but each has a different focus, meaning that relevant online resources vary from module to module. Finally, the ISM in third year demands high levels of independent research skills, and these are inextricably bound up with digital literacy and the capacity to identify, evaluate and utilize relevant online resources. PLO 4 mentions some of the professional contexts we would expect our graduates to encounter, while PLO 6 deals with resourcefulness; these PLOs presuppose that our students are in a position to network and use digital tools in order to identify opportunities and to market themselves and their work. These are skills that will be addressed directly in the new third-year module 'Developing Professionalism'. PLO 5 deals with communication, and included in this is digital communication, whether via social media, blogs or online articles. Several modules contribute directly to these skills, including the 'Practical Project' component of the first-year module 'Making Music, Studying Music', in which the students collaborate with each other on the development of a piece of music theatre. This involves communication via social media, digital marketing of the production, and the creation and maintenance of a blog outlining progress on the project. Option modules sometimes offer students the option to produce websites and radio programmes rather than traditional essay-based assessments. Online resources for option modules are available via the VLE; students therefore become accustomed to retrieving files online and using other functions of the VLE such as wikis and blogs where appropriate.
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iv) How the PLOs support and enhance the students’ employability (for example, opportunities for students to apply their learning in a real world setting)?
The programme's employability objectives should be informed by the University's Employability Strategy:
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http://www.york.ac.uk/about/departments/support-and-admin/careers/staff/
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PLO 4 relates specifically to employability: 'A York BA Music Graduate will be able to 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, composition, teaching, management, academic work, studio work and community music projects'. PLO 6 mentions resourcefulness and entrepreneurship, both of which are cultivated from Week 2 of first year in the 'Practical Project' component of the 'Making Music, Studying Music' module. This project sets students the problem (or challenge) of creating a piece of music theatre from scratch, using the resources of the department and a small budget to create a set of successful and well-attended public performances. PLOs 2, 3, 5, 6 and 7 refer to skills that are transferable from music to other fields, and that therefore contribute to students' employability. Included in our enhancement plan for the programme is a new third-year module called 'Developing Professionalism', which will help students to identify the transferable skills they have gained from the programme and communicate these clearly to future employers. One of our option modules ('Music in the Community') incorporates a placement in a community setting. ISM options include the possibility of working in the community and reflecting critically on that work in a portfolio submission, or creating work that reaches the public in a variety of ways. (For example, in 2016 one of our third-year students wrote a film score for a documentary that went on to be screened and win first prize in the student category at the Wildlife Conservation Film Festival in New York). Almost all of our teaching incorporates practical work, and this helps to prepare the students for real-world situations. We assess not by closed exam, but predominantly on the basis of portfolios of work, as we believe this prepares students better for real-world tasks.
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vi) How will students who need additional support for academic and transferable skills be identified and supported by the Department?
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We review all applications to the programme carefully, and already have a good idea about students' strengths and weakness before they start the programme. In addition to this, we are a small and close-knit department, and we know all our students well and are therefore very quick to spot when a student is struggling. Almost all teaching takes place in small groups, which allows module leaders to identify struggling students and flag this to their personal supervisors. Personal supervisions take place four times a year, and these contribute directly to student support and the identification of particular needs. Students who face challenges are helped by individual tutors in one-to-one tutorials. In addition, students who struggle with written tasks are often referred to the University Writing Centre. Our BA results show that we have high levels of success in supporting students, since the vast majority of our students achieve a 2.1 or a First.
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vii) How is teaching informed and led by research in the department/ centre/ University?
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 The teaching on all option modules is research led, as is much of the other teaching a student encounters. In Stage 1, students take the 'Making Music, Studying Music' module, which includes 'Practical Project' (mentioned above). Other Stage 1 modules include 'Listen to This', which involves all departmental academic staff teaching sessions on musical works related to their research, and three option modules, all of which are aligned to the research expertise of the module leader in question. Stage 2 modules include 'Critical Thinking and Listening', which contains a 'Critical Musicology' component. This is team-taught by staff whose research is informed by various aspects of critical musicology. Stage 2 students also take three option modules, which (as noted above) are always aligned to the research expertise of the module leader. In Stage 3, students choose two or four option modules and have the opportunity to carry out research themselves under the supervision of a staff member whose research most closely matches the student's ISM topic.
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Stage-level progression
Please complete the table below, to summarise students’ progressive development towards the achievement of PLOs, in terms of the characteristics that you expect students to demonstrate at the end of each year. This summary may be particularly helpful to students and the programme team where there is a high proportion of option modules.

Note: it is not expected that a position statement is written for each PLO, but this can be done if preferred (please add information in the 'individual statement' boxes). For a statement that applies across all PLOs in the stage fill in the 'Global statement' box.
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Stage 1
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On progression from the first year (Stage 1), students will be able to:Carry out independent work that demonstrates engagement with material introduced in their first-year modules; knowledge of a range of music from different traditions and parts of the world; and understanding of the histories, structures and varied uses of the music they have encountered. Students will be able to contribute constructively to musical activity in an appropriately informed manner, with recognition of style and performance practice, and with some evidence of analytical understanding, for example by performing, analysing, editing, notating or employing studio techniques and digital literacy. In addition, they will be able to demonstrate fundamental skills in listening by commenting critically on musical materials or through elementary transcription; where appropriate, they will be able to demonstrate an understanding of, and basic competence in, composition and improvisation techniques. Students will be able to draw on research techniques encountered in their first-year modules to explore scholarly or creative works in the public domain and discover a range of ideas about and approaches to relevant topics. They will be able to apply transferable skills gained in their first year of study in music-related and other employment situations, demonstrating responsibility, initiative, team-working skills and a capacity for problem-solving. They will have the ability to communicate informed ideas about music and music-related matters in clear, coherent and logical ways, and in formal academic writing they will know how to reference sources correctly, use appropriate examples and case studies to illustrate issues discussed, and express and explain their own understanding of, and thoughts about, chosen topics. Students will be able to approach familiar tasks and new challenges with imagination and initiative, and will be able to work independently and self-reliantly, and also contribute to different communities with purpose, responsibility, inclusivity and awareness of the role of music as an expression of culture.
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PLO 1PLO 2PLO 3PLO 4PLO 5PLO 6PLO 7PLO 8
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N/A
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Stage 2
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On progression from the second year (Stage 2), students will be able to:Devise original submissions that demonstrate thorough knowledge of a range of music from different traditions and parts of the world and critical understanding of the histories, structures and uses of the music they have encountered. Students will be able to contribute constructively to high-level musical activity in an appropriately informed manner, with full recognition of style and performance practice issues, and with evidence of critical understanding, for example by performing, analysing, editing, notating or employing studio techniques and digital literacy. In addition, they will be able to demonstrate assurance in critical listening skills by commenting analytically on musical materials or through transcription; where appropriate, they will be able to demonstrate facility in and a personal approach to composition and improvisation techniques. Students will be able to carry out research on module-related topics both independently and collaboratively, drawing on knowledge of research techniques to explore in detail scholarly or creative work in the public domain and to discover a range of theories about and critical approaches to relevant topics. They will be able to apply transferable skills gained in their second year of study in music-related and other employment situations, demonstrating responsibility, initiative, team-working skills, and the capacity for creative problem-solving and beneficial decision-making. They will have the ability to communicate critically informed ideas about music, the arts, society and culture in fluent, coherent and logical ways, and in formal academic writing they will know how to: quote and reference relevant theories and ideas in a critical and selective manner; use appropriate examples and case studies to explore relevant issues at a high level; and advance original ideas as key elements of module submissions. Students will have the capacity to evaluate their own skills, knowledge and understanding, and identify ways in which to develop their learning further; they will approach familiar tasks and new challenges with creativity, imagination and initiative, and be in a position to identify actions that have real benefit for themselves and others. They will be able to work independently and self-reliantly, and also contribute to different communities with purpose, responsibility, inclusivity and critical awareness of the role of music as an expression of culture.
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PLO 1PLO 2PLO 3PLO 4PLO 5PLO 6PLO 7PLO 8
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N/A
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Stage 3
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On completion of third year (Stage 3), students will be able to:Understand and engage meaningfully, creatively and critically with a range of music from different traditions and parts of the world, by drawing upon knowledge and experience of music’s histories, its structures and its varied uses. This understanding and engagement will be evidenced through original submissions that demonstrate deep and thorough knowledge of key issues and theories relating to the music and ideas students have encountered throughout their degree programme. Students will be able to lead, or constructively contribute to, high-level musical activity, in an accurate and fully informed manner, and with advanced, research-based insight into style, performance practice issues and ensemble skills, for example by performing, analysing, editing, notating or employing studio techniques and digital literacy at graduate level. Where appropriate, they will be able to demonstrate a sophisticated ability to listen critically, through detailed transcription or by commenting analytically on musical materials, using techniques of analysis, close reading or other appropriate theories; also where appropriate, they will be able to demonstrate assurance in and a personal and sophisticated approach to composition and improvisation techniques. Students will be able to research independently and collaboratively, whether as preparation for postgraduate study or for the workplace environment, with analytical sophistication and close attention to detail. Their research will draw on advanced knowledge of techniques and methodologies, and will demonstrate critical thinking, creative flair and judicious application of theory and practice. They will be able to apply the musical and transferable skills gained throughout the programme with confidence and aptitude in a range of national and international professional contexts, demonstrating responsibility, initiative, and leadership or advanced teamwork skills. They will have the ability to communicate with clarity, critical insight and sophistication on a range of issues relating to music, the arts, society and culture, using appropriate written and oral media and music-making activities. In formal academic writing they will know how to quote and reference relevant theories and ideas in a critical and judicious manner, and provide specific examples to illustrate and support complex and original ideas effectively. Students will have the capacity to evaluate their own skills, knowledge and understanding, and identify ways in which to develop their careers; they will approach familiar tasks as well as new and challenging situations with creativity, imagination and initiative, and identify resourceful and entrepreneurial actions that have real benefit for themselves and others. They will be able to work independently and self-reliantly, and also contribute to different communities with purpose, responsibility, inclusivity and deep understanding of the role of music as an expression of culture.
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PLO 1PLO 2PLO 3PLO 4PLO 5PLO 6PLO 7PLO 8
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N/A
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Programme Structure
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Module Structure and Summative Assessment Map
Please complete the summary table below which shows the module structure and the pattern of summative assessment through the programme.

‘Option module’ can be used in place of a specific named option. If the programme requires students to select option modules from specific lists these lists should be provided in the next section.

From the drop-down select 'S' to indicate the start of the module, 'A' to indicate the timing of each distinct summative assessment point (eg. essay submission/ exam), and 'E' to indicate the end of the module (if the end of the module coincides with the summative assessment select 'EA') . It is not expected that each summative task will be listed where an overall module might be assessed cumulatively (for example weekly problem sheets).

If summative assessment by exams will be scheduled in the summer Common Assessment period (weeks 5-7) a single ‘A’ can be used within the shaded cells as it is understood that you will not know in which week of the CAP the examination will take place.
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Stage 1
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CreditsModuleAutumn TermSpring Term Summer Term
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CodeTitle123456789101234567891012345678910
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10MUS00071CDeveloping Musicianship SEA
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20MUS00124CMaking Music, Studying Music SEA
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20MUS00126CPerformance Studies ISEA
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20MUS00125CListen to This!SEAA
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10TBCOption module ASEA
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20TBCOption module BSEA
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20TBCOption module CSEA
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Stage 2
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CreditsModuleAutumn TermSpring Term Summer Term
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CodeTitle123456789101234567891012345678910
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30TBCCritical Thinking and ListeningSAEAA
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30TBCPerformance Studies 2SEA
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20VariousOption module DSEA
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20VariousOption module ESEA
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10VariousOption module FSEA
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10VariousOption module GSEA
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Stage 3
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CreditsModuleAutumn TermSpring Term Summer Term
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CodeTitle123456789101234567891012345678910
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10TBCDeveloping ProfessionalismSEA
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10TBCEnsemble Studies 3S
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20/40TBCISMSEAEA
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20/40TBCComposition folioSEAEA
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20/40TBCRecitalSEA
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20TBCOption module HSEA
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20TBCOption module ISEAEA
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20TBCOption module JSEA
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10TBCOption module KSEA
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Optional module listsIf the programme requires students to select option modules from specific lists these lists should be provided below. If you need more space, use the toggles on the left to reveal ten further hidden rows.
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Option List AOption List BOption List COption List DOption List EOption List FOption List GOption List H
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