Bachelor of Music

The purpose of the Bachelor of Music is to qualify the learner for a career in the broad music profession as a performer, arranger, composer, researcher, music technologist or music educator.

On completion of this qualification, the learner will have attained a comprehensive and systematic knowledge base in the field of music and a depth of knowledge in the chosen area of specialisation. By this means the learner will be contributing to the development of the sector. The learner will have a coherent and critical understanding of the theories and practices in the field of music and an ability to conduct research and critique scholarship in the area of specialisation. The learner will also be able to make sound theoretical judgments based on evidence and have an ability to think critically within the discipline.

The learner will have an understanding of a range of research methods, techniques and technologies and an ability to select these appropriately for a particular research problem in the area of specialisation. The learner will have an ability to identify, analyse and deal with complex and/or practical problems and issues using evidence-based solutions and theory-driven arguments. The learner will have acquired efficient and effective information retrieval and processing skills. The learner will be able to identify, critically analyse, synthesize and independently evaluate quantitative and/or qualitative data. The learner will have the ability to engage with current research and scholarly literature in music. The learner will be able to engage with current technology as applied in the field of music.

The learner will be able to present and communicate academic and/or professional work effectively, catering for a variety of audiences by using a range of different media appropriate to the context.

The qualification has been structured in such a manner as to promote transformation in music in the broadest sense. Learning programmes will contribute to the personal development of the individual learner and to social and economic development by applying the Critical Cross-Field Outcomes. Learning programmes structured according to the criteria applied in this qualification will cultivate an approach inclusive of African expressive culture in the wider context of world music.

Rationale

Learners who will register for this qualification are typically musicians who are in the early stages of a development programme within their field of expertise. It is a first degree in the area of specialisation, with such graduands required within a range of sectors such as practical musicians, researchers and educators.

The qualification is designed to develop both practical and research skills within the learner. With the choice of electives, learners will specialise in practical musicianship or

composition and arrangement or research or technology or music education, thereby ensuring that the certificated learner is placed on a career development pathway that will lead to more advanced professional skills within the field of music.

This qualification meets specific needs within the music sector for the development of musicians with some specialist musical knowledge and competence and the preparation of such learners for more specialised branches of musical practice, such as research, performance, composition and arrangement and technology.

The institution has an approved Recognition of Prior Learning (RPL) policy which is applicable with regards to equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advancement within qualifications. RPL may be applied for access, credits from modules and credits for or towards the qualification.

RPL for access

• Learners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.
• To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations should they be allowed entrance into the qualification.

RPL for exemption of modules

• Learners may apply for RPL to be exempted for modules that form part of the qualification. For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.

RPL for credit

• Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio that demonstrates prior learning through formal, non-formal and/or informal learning to obtain credits towards the qualification.
• Credit shall be appropriate to the context in which it is awarded and accepted.

Entry Requirements

The minimum entry requirement for this qualification is

• National Senior Certificate or equivalent NQF Level 4 with a Bachelor pass and preferably Music as a passed subject.

This qualification comprises compulsory and elective modules at National Qualifications Framework Level 5, 6, 7 and 8 totalling 554 Credits.

Compulsory Modules, Level 5, 144 Credits

• Music Performance Studies IA, 18 Credits.
• Music Performance Studies IB, 18 Credits.
• Music Literacies and Skills IA, 18 Credits.
• Music Literacies and Skills IB, 18 Credits.
• Film, Visual and Performing Arts IA, 18 Credits.
• Film, Visual and Performing Arts IB, 18 Credits

And

Two language courses totally 36 credits as per the University's

Compulsory Modules, Level 6, 144 Credits

• Music Performance Studies IIA, 24 Credits.
• Music Performance Studies IIB, 24 Credits.
• Music Literacies and Skills IIA, 24 Credits.
• Music Literacies and Skills IIB, 24 Credits.
• Critical Music Studies IIA, 24 Credits.
• Critical Music Studies IIB, 24 Credits.

Compulsory and Elective Modules, Level 7, 144 Credits

Compulsory Modules, 72 Credits

• Music in History and Society 3: Music in Contemporary Lives, 18 Credits.
• Music in History and Society 3: Musical Modernisms, 18 Credits.
• Music in History and Society 3: Music and the Theatre, 18 Credits.
• Community Music 3, 18 Credits.

Elective Modules, 72 Credits

One or both of the following pairs

• Music Performance Studies 3A, 18 Credits.
• Music Performance Studies 3B, 18 Credits.

Or

• Music Composition Studies 3A, 18 Credits.
• Music Composition Studies 3B, 18 Credits.

If only one of the pairs above is taken, then any two courses from

• Musical Theatre 3A, 18 Credits.
• Musical Theatre 3B, 18 Credits.
• Introduction to Cultural Policy and Management A, 18 Credits.
• Funding Contexts in Cultural and Creative Industries, 18 Credits.

Or

• a module or two modules at the third level offered by the Faculty of Humanities totalling 26 credits.

Compulsory and Elective Modules, Level 8, 122 Credits

Compulsory Modules, Level 8, 53 Credits

• Music Criticism: Research Project, 30 Credits.
• Music Business Studies, 23 Credits.

Select one specialisation

Composition: 46 Credits

• Composition Studies 4: Portfolio 4, 23 Credits.
• Composition Studies 4: Theory and Analysis 4, 23 Credits.

Or

Performance: 48 Credits

• Music Performance Studies 4, 48 Credits.

Or

• Community Music: 48 Credits.
• Community Music: Major Studies, 48 Credits.

Or

Music Research: Minimum 46 Credits

• Music Long Essay, 30 Credits.
• Plus, a course at 4000 level approved by Faculty.

Or

Business and the Arts: 46 Credits

• Cultural Entrepreneurship, 23 Credits.
• Arts Marketing: Contexts, Strategies, Practices, 23 Credits.

And

One of the following

• Community Music: Minor Studies 4, 23 Credits (if the Community Music specialisation isn't taken).
• Music Performance 4: Minor Study , 23 Credits (if the Performance specialisation isn't taken).
• Composition Studies 4: Theory and Analysis 4 , 23 Credits (if the Composition specialisation isn't taken).
• Long Essay, 30 Credits (if the Research specialisation isn't taken).
• Musical Theatre 4A , 23 Credits.
• Musical Theatre 4B, 23 Credits.
• Cultural Entrepreneurship, 23 Credits.
• Arts Marketing: Contexts, Strategies, Practices, 23 Credits.

Or

• By permission, a cognate level course offered within the Faculty of Humanities.

1. Demonstrate knowledge of key concepts, debates, arguments and resources in the discipline.
2. Apply academic conventions for writing and oral participation.
3. Present and communicate knowledge within disciplines.
4. Apply knowledge for limited research enquiries.
5. Demonstrate knowledge of the repertoire of possible learning skills.
6. Show an understanding of individual and group dynamics and processes.
7. Identify, analyse and address the complexity of contexts and the existence of multiple perspectives.
8. Interrogate the range of disciplinary practices in two disciplines.

Associated Assessment Criteria for Exit Level Outcomes 1

• Carry out basic database searches for subject literature.
• Be able to identify range of historical and ideological positions within texts and other data.
• Certify, extract, organise and fully reference information in range of resources.
• Create, communicate and recreate aural images.

Associated Assessment Criteria for Exit Level Outcomes 2

• Use accurate English for writing and speaking.
• Use a limited range of presentation skills and technologies in a limited range of representations.
• Use appropriate writing skills in major subjects.
• Write musical compositions in various genres.
• Present results of listening, reading and studying aurally.

Associated Assessment Criteria for Exit Level Outcomes 3

• Analyse information and knowledge.
• Extrapolate and use theory.
• Suggest critical approaches to theory.
• Discuss and evaluate musical performances.

Associated Assessment Criteria for Exit Level Outcomes 4

• Recognise and evaluate the status of evidence, arguments or theoretical positions in research.
• Collect relevant data in relation to research questions.
• Evaluate research in relation to the debates within the discipline.

Associated Assessment Criteria for Exit Level Outcomes 5

• Generate one's own solutions/strategies to difficulties.
• Be capable of being a purposeful learner.

. Make connections between university knowledge and skills, and world of work.

Associated Assessment Criteria for Exit Level Outcomes 6

• Work constructively with diversity.
• Receive and execute tasks responsibly.
• Integrate feedback into own and group development.

Associated Assessment Criteria for Exit Level Outcomes 7

• Describe, analyse and synthesise of the complexities of social and physical contexts.

Associated Assessment Criteria for Exit Level Outcomes 8

• Apply disciplinary practices to new information or situations.
• Take a position in relation to competing paradigms and debates within the discipline.

INTEGRATED ASSESSMENT

The formative and summative assessment practices include criteria pertaining to all the outcomes for the qualification to ensure that these outcomes are integrated with one another for the duration of study.

Learners are expected to apply the knowledge, skills and values for the disciplines they have studied to issues and problems in the Arts, Social Sciences and Humanities, and be proficient musicians.

In order to promote, monitor and measure student learning throughout a course, no single assessment may count for more than 40% of the final mark unless there are special circumstances, in which case the permission of the Dean is required.