MUS1015 : Composing in the Music Studio (Inactive)
MUS1015 : Composing in the Music Studio (Inactive)
- Inactive for Year: 2024/25
- Module Leader(s): Dr Rob Mackay
- Teaching Assistant: Mr Fred Hollingsworth, Mr Phil Begg
- Owning School: Arts & Cultures
- Teaching Location: Newcastle City Campus
Semesters
Your programme is made up of credits, the total differs on programme to programme.
| Semester 2 Credit Value: | 10 |
| ECTS Credits: | 5.0 |
| European Credit Transfer System | |
Pre-requisite
Modules you must have done previously to study this module
| Code | Title |
|---|---|
| MUS1005 | Recording in the Music Studio |
Pre Requisite Comment
This module builds upon the learning knowledge and skills of MUS1005 and prepares students for studio and music technology practice in Level 5 and 6.
Co-Requisite
Modules you need to take at the same time
Co Requisite Comment
N/A
Aims
This module builds upon the learning knowledge and skills of MUS1005 and prepares students for studio and music technology practice in Level 5 and 6 modules across the music degree curriculum in SACS (for example MUS2015 and MUS2018). The learning position shifts from recording to composition and using the studio as a tool for creativity, not just a space to record sound. By the close of the module the student should be able to use the studio in for composition and be able to identify themselves (but not exclusively) as either a songwriter or producer.
Outline Of Syllabus
The module begins with a demonstration of how the studio can become a place to practice creativity. In the following nine weeks the students self-identify as either a songwriter or a producer and receive a mix of alternating lectures and workshops on the aesthetics of studio based composition, techniques and structures of studio composition, and how to master a mix. The final two weeks are lecture demonstrations where the key practitioners delivering the content of the module showcase their own work within a studio environment and ask the students to critique their work.
Learning Outcomes
Intended Knowledge Outcomes
Producers
1. To recognise and explain the aesthetics and textures of studio based composition.
2. To recognise advanced studio techniques such as side chain compression.
3. To evaluate lyrics as components of studio composition.
4. To describe competencies in the mastering of a studio composition such as panning, EQ setting, and final mix.
5. To review and explain the studio practice as shown by the songwriter/producer in the studio.
Songwriters
1. To recognise and explain the aesthetics and textures of studio based composition.
2. To recognise and analyse common song structures.
3. To evaluate lyrics as components of studio composition.
4. To describe competencies in the mastering of a studio composition such as panning, EQ setting, and final mix.
5. To review and explain the studio practice as shown by the songwriter/producer in the studio.
Intended Skill Outcomes
Producers
1. To translate the skills of studio recording into the practical skills of studio composition.
2. To employ advanced studio techniques such as side chain compression.
3. To develop lyrics as components of studio composition.
4. To demonstrate competencies in the mastering of a studio composition such as panning, EQ setting, and final mix.
Songwriters
1. To translate the skills of studio recording into the practical skills of studio composition.
2. To employ and create common song structures.
3. To develop lyrics as components of studio composition.
4. To demonstrate competencies in the mastering of a studio composition such as panning, EQ setting, and final mix.
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Structured Guided Learning | Lecture materials | 6 | 1:00 | 6:00 | Asynchronous online lecture material with associated tasks. |
| Guided Independent Study | Assessment preparation and completion | 8 | 2:00 | 16:00 | Reflect on the learning outcomes and skills in relation to the assessment |
| Structured Guided Learning | Lecture materials | 1 | 1:00 | 1:00 | Introductory online video/lecture and materials |
| Structured Guided Learning | Lecture materials | 2 | 2:00 | 4:00 | Asynchronous online lecture material with associated tasks. |
| Structured Guided Learning | Academic skills activities | 1 | 0:30 | 0:30 | Introductory online video by the student introducing themselves to the learning group. |
| Scheduled Learning And Teaching Activities | Small group teaching | 6 | 1:30 | 9:00 | Synchronous online small group teaching with discussion of the associated tasks. |
| Guided Independent Study | Skills practice | 8 | 2:00 | 16:00 | Asynchronous online learning using hardware and software associated with Digital Audio Workstations. |
| Guided Independent Study | Skills practice | 8 | 2:00 | 16:00 | Reflect and research the learning outcomes and skills in relation to professional practice |
| Guided Independent Study | Independent study | 1 | 23:30 | 23:30 | Analyse & evaluate learning and create from the skills being explored |
| Scheduled Learning And Teaching Activities | Module talk | 8 | 1:00 | 8:00 | Synchronous online discussion of lecture material and associated tasks. |
| Total | 100:00 |
Teaching Rationale And Relationship
Students will be taught in a mix of large and small group scheduled learning activities so that they have directed learning as a collective and then guided learning in smaller groups, each session then leads to a formative task so that the direction of learning travel is towards independent application of the skills shown during each week of teaching. This moving of the learning environment from large, to small group, to self is an important stage in the repeated building of competence and confidence of the student to explore the skills and operations needed to compose music using a Digital Audio Workstation.
Reading Lists
Assessment Methods
The format of resits will be determined by the Board of Examiners
Other Assessment
| Description | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|
| Design/Creative proj | 2 | A | 60 | Submission of a multi-track recording, circa 3-5 mins. |
| Reflective log | 2 | A | 40 | Consider techniques & skills from professional, critical, reflective practice. Circa 800 words |
Formative Assessments
Formative Assessment is an assessment which develops your skills in being assessed, allows for you to receive feedback, and prepares you for being assessed. However, it does not count to your final mark.
| Description | Semester | When Set | Comment |
|---|---|---|---|
| Design/Creative proj | 2 | A | These assessments will be set in response to studio based tasks. |
| Written exercise | 2 | A | These assessments will be set in response to reflection on studio based tasks. |
Assessment Rationale And Relationship
Students will self-identify as either songwriters or producers in this module and whilst the learning outcomes are shared they are themed so as to provide complementary learning journeys, as such the assessment will similarly share this inter-relationship. The stereo mix will enable them to demonstrate their learning in a creative context, whilst the reflective log will enable them to evaluate and be critical of their own learning journey.
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- MUS1015's Timetable
Past Exam Papers
- Exam Papers Online : www.ncl.ac.uk/exam.papers/
- MUS1015's past Exam Papers
General Notes
N/A
Welcome to Newcastle University Module Catalogue
This is where you will be able to find all key information about modules on your programme of study. It will help you make an informed decision on the options available to you within your programme.
You may have some queries about the modules available to you. Your school office will be able to signpost you to someone who will support you with any queries.
Disclaimer
The information contained within the Module Catalogue relates to the 2024 academic year.
In accordance with University Terms and Conditions, the University makes all reasonable efforts to deliver the modules as described.
Modules may be amended on an annual basis to take account of changing staff expertise, developments in the discipline, the requirements of external bodies and partners, and student feedback. Module information for the 2025/26 entry will be published here in early-April 2025. Queries about information in the Module Catalogue should in the first instance be addressed to your School Office.