MUSICIANSHIP 2 - 2017/8

Module code: AMT1010

Module provider

Guildford School of Acting

Module Leader

BAILEY NC Mr (GSA)

Number of Credits

15

ECT Credits

7.5

Framework

FHEQ Level 4

JACs code

W310

Module cap (Maximum number of students)

N/A

Module Availability

Semester 2

Overall student workload

Laboratory Hours: 49

Assessment pattern

Assessment type Unit of assessment Weighting
Practical based assessment INSTRUMENTAL STUDY 50%
Practical based assessment HARMONY AND ANALYSIS 50%

Alternative Assessment

UNIT 1 – Instrumental Study (Practical)       Re-Submission of task.          UNIT 2- Harmony & Analysis (Practical & Written)   Re-submission of task.           

Prerequisites / Co-requisites

N/A

Module overview


Instrumental Study (Sectional and Individual)

Ensemble study breaks the cohort down into specific musical groups. Woodwind, Strings and the Brass/ Rhythm Section. Students have a practical session every week with a tutor who will work through key technique and specific instrumental study. Building towards a “showing” of work in progress at the end of Semester 2, which can incorporate text or be site –specific, using music to highlight some form of dramatic context. Students will have 4 half an hour Instrumental Tutorials with a tutor on their major instrument.

Harmony & Analysis

Following on from the initial skill base looked at in Muscianship 1students will develop a knowledge of harmony and the application of musical analysis across a range of styles.

Twice a semester students will have 4 half an hour Instrumental Tutorials with a tutor on their major instrument. These sessions function as clinic and technical 1-1 to ensure practice has a meaning and schedule and specific issues and playing challenges are addressed.

 

Module aims

Develop and understanding and practical application of the nature and formation of musical canons.

Develop and understanding and practical application of musical semiotics

Develop and understanding and practical application of musical historiography

Develop and understanding and practical application of Focussed listening sessions.

To develop an understanding of tonal harmony

To develop an understanding of types of popular music harmony

To develop skills in applying analytical methods to a range of musical styles

Learning outcomes

Attributes Developed
Harmonise melodies in a range of musical styles.
Analyse harmonic progressions in a range of musical styles.
Respond to several recorded excerpts referring to musical, aesthetic and socio- historical/cultural features as appropriate
Demonstrate an emergent ability to apply musical skill as an actor/musician

Attributes Developed

C - Cognitive/analytical

K - Subject knowledge

T - Transferable skills

P - Professional/Practical skills

Module content


Indicative content includes:

Instrumental Study (Sectional and Individual)

Ensemble playing

Ensemble technique

Individual study

Individual technique

Harmony and Analysis

Developing an understanding of tonal harmony.

Developing an understanding of types of popular music harmony.

Developing skills in applying analytical methods to a range of musical styles.

Methods of Teaching / Learning


The learning and teaching strategy is designed to:

Developing an awareness and skill base, leading to an understanding of the core technique that is required for extended and best practice in the profession and higher-level study.

Enable students to acquire versatility in their musicianship and integrate their knowledge across all theatre and music theatre disciplines leading to a firm foundation moving toward extension of technique in Level 5 of actor/musician study.

The learning and teaching methods include:

Across the semester this module is delivered over 150 hours study across the semester including, class, lecture and self-directed study.

Throughout the module different learning and teaching strategies are applied to enable students to achieve the learning outcomes, including research, reflective practice, peer to peer learning and formative assessment with written feedback.

In depth.


The approach of the module is vocational in content and delivery and encourages students to participate in reflection on their own practice, independent study and research and embeds the concepts of peer to peer feedback within the rehearsal room. Students are encouraged to utilise materials on SURREY LEARN and also receive individual tutorials from staff to help in forming their learning experience.

Students receive regular verbal feedback both individually and as a group during each class which they are encouraged to journal within the reflection time which is built in to the lesson plan every week.

Students are encouraged to self-assess and peer-assess within the class structure and as part of the ethos of training as an actor.

 Lesson plans are structured to take account of and deliver for students with a specifc bias toward visual, auditory and kinaesthetic learning enabling

Assessment Strategy


The assessment strategy is designed to provide students with the opportunity to demonstrate

Practical evidence of developing approach to contextual and critical analysis.

 

Thus, the summative assessment for this module consists of:

Unit 1: Instrumental Study (Summative) 50%

Student Activity                                                                     Link to Learning Outcome(s)

 

Evidence of practical understanding  1,2,3,4

Evidence of developing technique 1,2,3,4

Evidence of technical ability 1,2,3,4

Evidence of engagement with process 1,2,3,4

 

Unit 2: Harmony & Analysis (Summative) 50%

Student Activity                                                                     Link to Learning Outcome(s)

 

Evidence of practical understanding 1,2,3,4

Evidence of developing technique 1,2,3,4

Evidence of technical/ analytical ability 1,2,3,4

Evidence of engagement with process 1,2,3,4

 

Formative assessment and feedback:

 

Each class sequentially builds toward the assessment and throughout individual learning outcomes are covered by tutors and students receive regular verbal formative feedback individually and as a group during each class which they are encouraged to journal within the reflection time which is built in to the lesson plan every week. Students are encouraged to self-assess and peer-assess within the class structure which becomes a valuable strategy for visual, auditory and kinaesthetic  learning. Students receive summative feebdack within 3weeks of the assesment taking place and this is received through SURREYLEARN or directly from Registry.

Reading list

Reading list for MUSICIANSHIP 2 : http://aspire.surrey.ac.uk/modules/amt1010

Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2017/8 academic year.