MUS2073 : New Music in Practice (Inactive)
- Inactive for Year: 2017/18
- Module Leader(s): Dr Bennett Hogg
- Owning School: Arts & Cultures
- Teaching Location: Newcastle City Campus
|Semester 1 Credit Value:||10|
|Semester 2 Credit Value:||10|
• To acquire and develop skills in interpreting and putting into practice different kinds of modern musical scores, from conventionally notated, through graphic scores and scores requiring improvisation, to working in direct collaboration with composers on new music projects.
• To broaden student knowledge of modern repertoire.
• To broaden student knowledge of contemporary playing and singing techniques.
• To organise and curate concerts of new music twice per semester - gaining an understanding of public relations, effective and imaginative concert design, innovative modes to present new music, and artistic and concert management skills from the perspective of a self-employed, self-promoting performer or ensemble.
• To foster a vibrant and creative culture of collaboration and support between composers and performers.
• To gain advanced skills in ensemble preparation, rehearsal techniques, and performance experience.
Outline Of Syllabus
This is a module that will strongly appeal to performers with reasonable reading skills who want to perform in an ensemble format, and who are prepared to try new things. The emphasis is on what might be called the "western art music" tradition, but there is scope for works that include improvisation, live electronics if appropriate, and quasi-theatrical presentation. The module is not suitable for students who cannot read music to a reasonable standard.
The curriculum for this mode is predominantly practice-oriented, with regular timetabled rehearsal and workshops as the primary mode of delivery. The module is broken up into four main projects, two per semester, each of which leads up to a public performance. The first project each semester will be formatively assessed, the second summatively assessed. The first project will work with already existing, or specially composed, notated music. The second project will introduce and develop skills in musical improvisation that are needed in the realisation of many pieces of new music - this is not "free improv" as such, but the directing of improv techniques towards 'composed' pieces. The third project will involve working with stage 2 student composers. The fourth project requires students to form ensembles themselves to prepare and present new music of their choice in a collaborative concert. This final project allows for a great deal of artistic freedom, but also requires student ensembles to negotiate with one another to ensure a balanced and engaging programme.
The practical sessions are mostly centred around materials given by the module leader, but if students have particular projects they would like to initiate, it is in the spirit of the module to allow for this where realistic.
Alongside the practical session will be lectures, two per six-week project, and some listening/reading/preparation assignments that put the practical work into a suitable historical and philosophical context. This will be an integrated syllabus where intellectual and creative abilities will work together to produce exciting, new music events.
Though the module is predominantly directed by Dr Bennett Hogg, when suitable visiting artists are in ICMuS it is expected that students on the module will attend additional workshops with such visitors as part of the Thursday performance afternoons.
|Scheduled Learning And Teaching Activities||Lecture||8||1:30||12:00||introduces historical and philosophical issues|
|Guided Independent Study||Assessment preparation and completion||4||4:00||16:00||writing up project experience and organising documentation etc.|
|Scheduled Learning And Teaching Activities||Practical||16||1:00||16:00||supervised interpretation and rehearsal sessions|
|Guided Independent Study||Directed research and reading||16||3:00||48:00||an average of four texts are set for each of the four projects, which also includes listening to rep|
|Guided Independent Study||Skills practice||24||2:30||60:00||individual instrument/vocal practice and/or additional ensemble rehearsals/composer collaborations,|
|Scheduled Learning And Teaching Activities||Workshops||4||2:00||8:00||intensive rehearsal leading to performance event|
|Guided Independent Study||Student-led group activity||40||1:00||40:00||two one-hour rehearsal each week except workshop weeks (which are every sixth week on average)|
Teaching Rationale And Relationship
Learning outcomes are number in the section above for the sake of brevity.
lectures address 1, 2, 3, and 4
practicals address 1, 3, 4, 5, 6, and 9
workshops address 4, 6, and 9
student-led group activity addresses 1, 4, 5, 6, 7, and 8
directed research and reading addresses 1 and 3
assessment preparation and completion addresses 9
skills practice addresses 4, 6, and 8
The format of resits will be determined by the Board of Examiners
|Performance||120||1||A||25||Students must be present for the full 120 minutes of the concert to complete their essay and portfolios|
|Performance||120||2||A||25||Students must be present for the full 120 minutes of the concert to complete their essay and portfolios|
|Portfolio||2||A||30||Audio-visual documentation, reflective critical writing, project logs, and other written evidence as the need for it emerges.|
|Essay||2||A||20||1,500-2,000 words providing an overview of the key points evidenced in the portfolio.|
|Performance||1||M||first performance event each semester introduces challenging and demanding new materials and practices.|
|Performance||2||M||first performance event each semester introduces challenging and demanding new materials and practices.|
Assessment Rationale And Relationship
The performance events evidence the degree to which each practical project has been successfully, researched, planned and executed (learning outcomes 1, 4, 5, 6, 7, 8, and 9)
The portfolio serves to record and evidence the student's progress against the challenges and learning requirements of the module (learning outcomes 1-9)
The essay serves to organise and narrativise the portfolio which, given the nature of the module, will be a complex and extensive collection of materials (learning outcomes 2, 3, 7, 8, and 9 in particular)
More detailed guidance as to the contexts of portfolio and essay will be provided to the students for each of the four main projects.
All students will participate in all formative and summative performance assessments. Feedback on the formative performances will enable students to then more confidently prepare their summative performances at the end of the semester.