2022-23 MA Community Music Pogramme Design Document

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1	1. Admissions/ Management Information
2	Title of the programme – including any lower awards Please provide the titles used for all awards relating to this programme. Note: all programmes are required to have at least a Postgraduate Certificate exit award. See guidance on programme titles in:
3	Masters				MA in Community Music
4	Postgraduate Diploma				Postgraduate Diploma in Community Music																									Please indicate if the Postgraduate Diploma is available as an entry point, ie. is a programme on which a student can register, is an exit award, ie. is only available to students exiting the masters programme early, or both.																Exit
5	Postgraduate Certificate				Postgraduate Certifcate in Community Music																									Please indicate if the Postgraduate Certificate is available as an entry points, ie. is a programme on which a student can register, is an exit award, ie. is only available to students exiting the masters programme early, or both.																Exit
6	Level of qualification				Level 7
7	This document applies to students who commenced the programme(s) in:															2022/23
8	Awarding institution																							Teaching institution
9	University of York																							University of York
10	Department(s): Where more than one department is involved, indicate the lead department																							Board of Studies
11	Lead Department		Music																					Music
12	Other contributing Departments:		N/A																					Music
13	Route code (existing programmes only)															N/A
14	Admissions criteria
15	Upper second-class (2:1) undergraduate degree, although appropriate professional experience would be considered.
16	Length and status of the programme(s) and mode(s) of study
17	Programme					Length (years/ months)				Status (full-time/ part-time) Please select				Start dates/months (if applicable – for programmes that have multiple intakes or start dates that differ from the usual academic year)										Mode
18
19																								Face-to-face, campus-based									Distance learning									Other
20	MA in Community Music					12 months				Both				N/A										Please select Y/N							Yes		Please select Y/N							No		N/A
21	Postgraduate Diploma in Community Music					12 months				Both				N/A										Please select Y/N							Yes		Please select Y/N							No		N/A
22	Postgraduate Certificate in Community Music					12 Months				Both				N/A										Please select Y/N							Yes		Please select Y/N							No		N/A
23	Language(s) of study
24	English
25	Language(s) of assessment
26	English
27	2. Programme accreditation by Professional, Statutory or Regulatory Bodies (PSRB)
28	2.a. Is the programme recognised or accredited by a PSRB
29	Please Select Y/N:		No		if No move to section 3 if Yes complete the following questions
30	3. Additional Professional or Vocational Standards
31	Are there any additional requirements of accrediting bodies or PSRB or pre-requisite professional experience needed to study this programme?
32	Please Select Y/N:		No		if Yes, provide details
33	4. Programme leadership and programme team
34	4.a. Please name the programme leader for the year to which the programme design applies and any key members of staff responsible for designing, maintaining and overseeing the programme.
35	Kate Pearson (Programmme Leader), Aine Sheil (Head of Department), Mark Hutchinson (Chair, Department Teaching Committee), Daniel March (Chair, Board of Studies).
36	5. Purpose and learning outcomes of the programme
37	5.a. Statement of purpose for applicants to the Masters programme Please express succinctly the overall aims of the programme as an applicant facing statement for a prospectus or website. This should clarify to a prospective masters student why they should choose this programme, what it will provide to them and what benefits they will gain from completing it.
38	The MA in Community Music will enable you to develop creative music activities using appropriate leadership approaches to facilitate access for diverse client groups in varied social contexts. It will provide you with the skills and knowledge to devise and manage participatory outreach projects and develop research skills based on critical practice, data handling and evaluation. The course, which covers music in education, health, welfare and recreation as well as arts administration, will prepare you to meet the demands and professional requirements of related employment and has proved attractive to recent graduates, mature students and international students. Typical applicants may have an interest in music education but may not wish to train as a teacher, or they may have an interest in special education and health but not wish to train as a music therapist; 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 meets these needs and interests through its unique short course structure that balances breadth of subjects with specisalised research projects.
39	5.b.i. Programme Learning Outcomes - Masters Please provide six to eight statements of what a graduate of the Masters programme will be able to do. If the document only covers a Postgraduate Certificate or Postgraduate Diploma please specify four to six PLO statements in the sections 5.b.ii and 5.b.iii as appropriate. 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.
40	PLO	On successful completion of the programme, graduates will be able to:
41	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.
42	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.
43	3	Devise and manage practical outreach projects, implementing delivery strategies, identifying key issues and evaluating their effectiveness, outcomes and impacts.
44	4	Employ musical skills with versatility by drawing confidently on a knowledge of different creative disciplines including composition, instrumental and vocal performance, world music, theatre and digital technology.
45	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, business plans and funding applications, policy statements and risk assessments to demonstrate systematic depth and understanding of scholarly and vocational specialisms.
46	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.
47	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 a dissertation.
48	8	Employ a range of job search and networking skills to enable pursuit of a porfolio career in their chosen specialism.
49	5.c. Explanation of the choice of Programme Learning Outcomes Please 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:
50	i) ... in what way will these PLOs result in an ambitious, challenging programme which stretches the students?
51	Although a number of institutions in higher education offer electives in community music, the focus of most first degree programmes is on musicology and instrumental/vocal excellence. This MA is intended to build on that experience and develop challenging applications for music. PLOs 1 and 2 are key to the programme in that they emphasise a critical understanding of the role of music in varied social contexts and, in particular, the practical skills required to facilitate activities in these areas. PLO3 is about evaluation and critical practice that are fundamental to the building of vocational skills. PLO4 is intended to widen the scope of the students' musical skills and artform knowledge beyond those with which they enter the programme. PLO5 extends their journalistic skills to embrace the professional requirements of report writing, planning and evaluation - again, to build vocational skills. PLO6 focuses on developing the students' familiarity with current theory and policy that relate to the working contexts of PLOs 1 and 2. PLO7 is intended to enhance their research skills. PLO8 serves as a preparation for the workplace.
52	ii) ... in what way will these PLOs produce a programme which is distinctive and advantageous to the student?
53	The PLOs provide a balance of breadth with depth and of practical fieldwork experience with a critical understanding of context.
54	iii) ... how the design of the programme enables students from diverse entry routes to transition successfully into the programme? For example, how does the organisation of the programme ensure solid foundations in disciplinary knowledge and understanding of conventions, language skills, mathematics and statistics skills, writing skills, lab skills, academic integrity
55	The programme is designed to appeal to a wide range of students from varied and international backgrounds. Starting with introductory modules which provide a solid foundation the programme both widens the scope of the students' skills and knowledge and allows them to specialise and develop areas of research. Students take part in skill sharing sessions in which they demonstrate and discuss the skills and experience they bring to the course, as well as encountering unfamiliar experiences through observational study and under the guidance of mentors.
56	iv) ... how the programme is designed to enable students to progress successfully - in a limited time frame - through to the end of the award? For example, the development of higher level research skills; enabling students to complete an independent study module; developing competence and confidence in practical skills/ professional skills. See QAA masters characteristics doument http://www.qaa.ac.uk/en/Publications/Documents/Masters-Degree-Characteristics-15.pdf
57	Progression is built into the programme. Term 1 serves as an introduction, leading to more intense practical experience and artform development in Term 2. The Term 1 modules serve to build confidence in critical writing and reporting through written assignments and supervision and to provide introductory experiences in the field. Term 2 introduces the interpersonal and communication skills that will be required in the ISM fieldwork. Term 3 and the summer vacation allow the student to pursue their chosen specialism, identified and developed through Terms 1 and 2, in the form of an ISM.
58	v) ... how this programme (as outlined in these PLOs) will develop students’ digital literacy skills and how technology-enhanced learning will be used to support active student learning through peer/tutor interaction, collaboration and formative (self) assessment opportunities (reference could be made to such as blogging, flipped classroooms, response 'clickers' in lectures, simulations, etc).
59	Students are taught using a range of media including online resources and social media as well as undertaking practical work using music and video production software. They are encouraged to keep audio and video records of work where appropriate (subject to ethical approval and safeguarding requirements). They are taught to present work and lead seminars using powerpoint, YouTube and related resources. Familiarity with digital resources and confidence in using them are both provided by taught sessions during the programme and practical applications are developed where appropriate in fieldwork. This includes the use of tablets and smartphones as a source of portable digital support as well as online searches for resource materials, articles and networking.
60	vi) ... how this programme (as outlined in these PLOs) will support and enhance the students’ employability (for example, opportunities for students to apply their learning in a real world setting)? The programme's employablity objectives should be informed by the University's Employability Strategy:
61	The course has been running since 1997 and has an excellent record of student employability with alumni currently highly placed in many of the UK arts institutions including Arts Council, Royal Opera, Opera North, South Bank Centre, Sage Gateshead, City of Birmingham Symphony Orchestra and London Mozart Players. Former international students are currently in employment in universities in China, the USA, Greece and Hong Kong. Other students have developed successful portfolio careers in arts management, prison education and have gone on to qualify further as music therapists. The skills needed in these varied employments are introduced during the programme and opportunities to specialise are provided by the ISM whose placement component has, in many cases, led directly to employment. The programme includes job search skills, CVs and interview skills as a preparation.
62	viii) ... how learning and teaching on the programme are informed and led by research in the department/ Centre/ University?
63	All the music department's teaching is research led and the modules in this programme are supported by staff with relevant research interests and experts in the field including music technology, music theatre, gender studies, composition and performance.
64	5.d. Progression For masters programmes where students do not incrementally 'progress' on the completion of a discrete Postgraduate Certificate and Postgraduate Diploma, please summarise students’ progressive development towards the achievement of the PLOs, in terms of the characteristics that you expect students to demonstrate at the end of the set of modules or part thereof. This summary may be particularly helpful to students and the programme team where there is a high proportion of option modules and in circumstances where students registered on a higher award will exit early with a lower one. Note: it is not expected that a position statement is written for each masters PLO, but this can be done if preferred.
65	On completion of modules sufficient to obtain a Postgraduate Certificate students will be able to: If the PG Cert is an exit award only please provide information about how students will have progressed towards the diploma/masters PLOs. Please include detail of the module diet that students will have to have completed to gain this qualification as an exit award.
66	Students exiting the programme will be expected to have completed three taught modules and to have demonstrated practical and critical skills through progressively submitting assignments based on understanding (for example, a lesson plan or scheme of work), applying skills (for example an evaluation or critical account of practice) and finally critical writing (an essay). They would be expected to have benefited from the earlier nurturing parts of the programme and to have developed some confidence in fieldwork practice.
67	On completion of modules sufficient to obtain a Postgraduate Diploma students will be able to: If the PG Diploma is an exit award only please provide information about how students will have progressed towards the masters PLOs. Please include detail of the module diet that students will have to have completed to gain this qualification as an exit award.
68	Students will be required to complete and submit assignments for all six taught modules. These will have progressed them, along with their peers, to the start of the ISM, covering PLOs 1-6 and 8.
69	6. Reference points and programme regulations
70	6.a. Relevant Quality Assurance Agency benchmark statement(s) and other relevant external reference points Please state relevant reference points consulted (e.g. Framework for Higher Education Qualifications, National Occupational Standards, Subject Benchmark Statements or the requirements of PSRBs): See also Taught Postgraduate Modular Scheme: Framework for Programme Design:
71	QAA documents for Music have been consulted.
72	6.b. University award regulations
73	The University’s award and assessment regulations apply to all programmes: any exceptions that relate to this programme are approved by University Teaching Committee and are recorded at the end of this document.
74	7. Programme Structure
75	7.a. 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. IMPORTANT NOTE: If the structure of your programme does not fit the usual academic year (for instance students start at the beginning of September or in January) please contact your Academic Quality Team contact in the Academic Support Office for guidance on how to represent the structure in an alternative format. To clearly present the overall programme structure, include the name and details of each invidual CORE module in the rows below. For OPTION modules, ‘Option module’ or 'Option from list x' should be used in place of specifically including all named options. If the programme requires students to select option modules from specific lists by term of delivery or subject theme these lists should be provided in the next section (7.b). 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 teaching delivery for 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). Summative assessment by exams should normally be scheduled in the spring week 1 and summer Common Assessment period (weeks 5-7). Where the summer CAP is used, 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. (NB: An additional resit assessment week is provided in week 10 of the summer term for postgraduate students. See Guide to Assessment, 5.4.a)
76	Full time structure
77	Credits	Module					Autumn Term										Spring Term										Summer Term										Summer Vacation
78		Code		Title			1	2	3	4	5	6	7	8	9	10	1	2	3	4	5	6	7	8	9	10	1	2	3	4	5	6	7	8	9	10	1	2	3	4	5	6	7	8	9	10	11	12	13
79	20	N/A		History and Practice of Community Arts				S								E	A
80	20	N/A		Community Music in Principle									S			E	A
81	20	N/A		Groupwork, Classwork and Project Management														S								E	A
82	20	N/A		Music in Education, Therapy and Health																			S			E	A
83	20	N/A		Cross-artform and cross-cultural practice																								S							E	A
84	20	N/A		Music Technology and Arts Administration																												S			E	A													A
85	60	N/A		ISM													S																															E	A
86	Please indicate when the Progression Board and Final Exam board will be held and when any reassessments will be submitted. NB: You are required to provide at least three weeks notice to students of the need for them to resubmit any required assessments, in accordance with the Guide to Assessment section 4.9
87	Progression Board						Summer Term & Week 15
88	Reassessment						Summer Term & Week 19
89	Exam Board						Autumn Term & Week 5
90	Part time structures Please indicate the modules undertaken in each year of the part-time version of the programme. Please use the text box below should any further explanation be required regarding structure of part-time study routes.
91	Students taking the course part time are expected to attend module 1 and thereafter to attend the remaining five taught 20-credit modules in any order.
92	A typical arrangement involves attendance at three modules in Year 1, three in Year 2 as well as completing the ISM in Year 2.
93	7.b. Optional module lists If 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.
94	Option List A										Option List B													Option List C													Option List D
95	7.c. Explanation of the programme and assessment design The statements should be in a form that can be used for students (such as in a student handbook). It should make clear to students why they are doing the key activities of the programme, in terms of reaching the PLOs.
96	i) Students’ independent study and formative work Please outline how independent study and student work has been designed to support the progressive achievement of the programme learning outcomes (for example, the use of online resources which incorporate formative feedback; opportunities for further learning from work-based placements).
97	The programme consists of six taught modules and an ISM. The modules are taught intensively, in five, one-day sessions, an arrangement particularly appropriate for part-time and mature students. Students are supported with tutorials in the intervening weeks and undertake practical work (which may or may not be assessed) as well as preparing written submissions. The first of these, in week 1 of the Spring Term, receives detailed feedback and tutorials and, with the Spring Term submissions, serves as a preparation for the 60 credit ISM. This is expected to be considerably more sophisticated that the module submissions and leads to the production of a dissertation. Following each taught module students undertake work experience in related settings and independent study in preparation for thier written assignments. It should be noted that the second module in each term involves independent study that extends into the vacation that follows but which cannot be indicated on table 7a.
98	ii) Contact with staff Please explain how the programme’s design maximises the value of students’ contact time with staff (which may be face-to-face, virtual, synchronous or asynchronous), including through the use of technology-enhanced learning. For example, giving students resources for their independent study which then enables a class to be more interactive with a greater impact on learning.
99	Class contact time is supplements by indvidual tutorials and group tutorials in which students explore and refine ideas for submissions and practical work, are directed towards appropriate resources and mentored by tutors and guest tutors in the field. They are also given the opportunitiy to observe professionals in the workplace and to volunteer as assistants where appropriate.
100	iii) Summative Assessment Please outline how summative assessment within and across modules has been designed to support and evidence the progressive achievement of the programme learning outcomes. (For example, the use of different assessment methods at the ‘introduction’ stage compared to those used to evaluate deeper learning through the application of skills and knowledge later in the programme).