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Glyndwr University, Wrexham

Sound Technology (with Foundation Year)

UCAS Code: PW33

Bachelor of Science (with Honours) - BSc (Hons)

Entry requirements


A level

E,E,E

Accepted alongside A-Levels as part of overall 48 UCAS Tariff requirement.

48 UCAS Tariff points

48 UCAS Tariff points

Accepted as part of overall 48 UCAS Tariff requirement.

48 UCAS Tariff points from International Baccalaureate Certificates

48 UCAS Tariff points

Accepted alongside Irish Leaving Certificate Higher Level as part of overall 48 UCAS Tariff requirement.

Pearson BTEC Level 3 National Diploma (first teaching from September 2016)

MP

Pearson BTEC Level 3 National Extended Diploma (first teaching from September 2016)

PPP

48 UCAS Tariff points

48 UCAS Tariff points

UCAS Tariff

48

Our general entry requirement for the foundation year is 48 UCAS tariff points but all applications are considered individually and we consider work experience, vocational training/qualifications as well as motivation and potential to succeed. The programme welcomes applications from anyone who can demonstrate a commitment to the subject and the potential to complete their chosen programme successfully. This can be established by showing appropriate academic achievements or by demonstrating that they possess the knowledge and ability equivalent to the academic qualifications.

Accepted as part of overall 48 UCAS Tariff point requirement.

About this course


Course option

4.0years

Full-time | 2020

Subject

Audio technology

This practical course trains you in live sound which can lead to an exciting career in a variety of settings including theatre, music festivals and radio. It is designed for students who are not necessarily musicians or performers and prefer the challenges of using technology to enable performance.

This course is based on exploring current and emerging technologies relating to audio production, and how these can be used to create music and sound for many applications. To achieve this we have a range of high quality studios and performance spaces on campus that act as catalysts for the creative application of technology.

As well as the studio spaces, the course makes full use of the facilities in the Centre for the Creative Industries.

You can also choose to study this course as a three year degree (without a foundation year) BSc (Hons) Sound Technology
UCAS Code: HWP3

Modules

YEAR 1 (FOUNDATION YEAR)

During your foundation year you’ll receive an introduction to live working with creative media technology. You will learn through experience of working with radio, recording, TV and journalism, as well as the various stages of media production. Students will also gain a broad overview of the current landscape of the media industries as well as introducing the social and cultural impact that the creative industries have within modern society

MODULES

• Studio Essentials
• Media Communcation
• Media Culture
• Personal Project
• The Skills You Need
• Contextual Studies

YEAR 2 (LEVEL 4)

The first year of the course covers the core science and technology that is required to enable you to progress. There is a good mix of subjects and manners of delivery. The science has experiments that you use to investigate audio principles. You also get hands on use in the recording studio and get to grips with recording styles.

MODULES

• Radio Production
• Audio & Visual Science
• Recording Technology
• Live Sound
• Sound Synthesis & Sampling
• Creative Futures

YEAR 3 (LEVEL 5)

This level lets you apply skills you have learnt and add to your growing portfolio of knowledge. The new subjects compliment the previous year and develop you music and music programming skills.

MODULES

• Music Production
• Research Methods
• Recording Techniques 2
• Studio Design
• Interactive Music Systems or Broadcast Standards (elective)
• Theatre Technology

YEAR 4 (LEVEL 6)

This is the opportunity to apply what you have learnt and develop interesting installations and developments in music. The project or dissertation is the main piece of work and gives you the chance to explore an area to great depth, it can be designing and building firmware through to research into an aspect of the industry.

MODULES

• Collaborative Performance
• Location recording
• Audio Post-Production
• Live Systems
• Project (option) or
• Dissertation (option)

The information listed in this section is an overview of the academic content of the programme that will take the form of either core or option modules. Modules are designated as core or option in accordance with professional body requirements and internal academic framework review, so may be subject to change.

Assessment methods

There is a range of assessment methods used for this course including creating music productions, essays, work based learning, portfolios, reports and presentations.

All assessments will be course based and therefore there are no traditional exams.

TEACHING AND LEARNING

Wrexham Glynd?r University is committed to supporting our students to maximise their academic potential.

We offer workshops and support sessions in areas such as academic writing, effective note-making and preparing for assignments. Students can book appointments with academic skills tutors dedicated to helping deal with the practicalities of university work. Our student support section has more information on the help available.

Teaching time depends on the type of module being taken. They range from developing practical skills through to technical taught classes. Contact time will be explained with students during the start of the modules.

Tuition fees

Select where you currently live to see what you'll pay:

Channel Islands
£9,000
per year
England
£9,000
per year
EU
£9,000
per year
Northern Ireland
£9,000
per year
Scotland
£9,000
per year
Wales
£9,000
per year

The Uni


Course location:

Wrexham

Department:

School of the Creative Arts

TEF rating:

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What students say


How do students rate their degree experience?

The stats below relate to the general subject area/s at this university, not this specific course. We show this where there isn’t enough data about the course, or where this is the most detailed info available to us.

Engineering and technology

Sorry, no information to show

This is usually because there were too few respondents in the data we receive to be able to provide results about the subject at this university.


Who studies this subject and how do they get on?

61%
UK students
39%
International students
93%
Male students
7%
Female students
80%
2:1 or above
13%
Drop out rate

Most popular A-Levels studied (and grade achieved)

C
D
D

After graduation


The stats in this section relate to the general subject area/s at this university – not this specific course. We show this where there isn't enough data about the course, or where this is the most detailed info available to us.

Engineering and technology

What are graduates doing after six months?

This is what graduates told us they were doing (and earning), shortly after completing their course. We've crunched the numbers to show you if these immediate prospects are high, medium or low, compared to those studying this subject/s at other universities.

100%
high
Employed or in further education
91%
med
Employed in a role where degree was essential or beneficial

Top job areas of graduates

62%
Engineering professionals
9%
Science, engineering and production technicians
4%
Business, research and administrative professionals
What do graduate employment figures really tell you?

The stats cover quite a broad subject area, but over half of the graduates we're talking about here studied some kind of audio technology subject. It's not a surprise, then, to find that the most common job for graduates from this subject last year was as a sound technician in film, TV and music. Jobs in IT, as arts officers or musicians, in marketing, or in business were also popular — these degrees can be quite flexible and give you a lot of opportunities. Another degree that falls under this heading is in transport logistics (told you it was broad!), and those graduates did particularly well as our whole just-in-time retail economy really needs good logistics skills - and graduates with those qualifications are in serious shortage. But your prospects do depend on the particular degree you take, so if you have a course in mind, take a look at the information on the university's website.

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This is what the university has told Ucas about the criteria they expect applicants to satisfy; some may be compulsory, others may be preferable.

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This is the percentage of applicants to this course who received an offer last year, through Ucas.

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This is what the university has told Ucas about the course. Use it to get a quick idea about what makes it unique compared to similar courses, elsewhere.

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Course location and department:

This is what the university has told Ucas about the course. Use it to get a quick idea about what makes it unique compared to similar courses, elsewhere.

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Teaching Excellence Framework (TEF):

We've received this information from the Department for Education, via Ucas. This is how the university as a whole has been rated for its quality of teaching: gold silver or bronze. Note, not all universities have taken part in the TEF.

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This information comes from the National Student Survey, an annual student survey of final-year students. You can use this to see how satisfied students studying this subject area at this university, are (not the individual course).

We calculate a mean rating of all responses to indicate whether this is high, medium or low compared to the same subject area at other universities.

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This information is from the Higher Education Statistics Agency (HESA).

You can use this to get an idea of who you might share a lecture with and how they progressed in this subject, here. It's also worth comparing typical A-level subjects and grades students achieved with the current course entry requirements; similarities or differences here could indicate how flexible (or not) a university might be.

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Post-six month graduation stats:

This is from the Destinations of Leavers from Higher Education Survey, based on responses from graduates who studied the same subject area here.

It offers a snapshot of what grads went on to do six months later, what they were earning on average, and whether they felt their degree helped them obtain a 'graduate role'. We calculate a mean rating to indicate if this is high, medium or low compared to other universities.

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Graduate field commentary:

The Higher Education Careers Services Unit have provided some further context for all graduates in this subject area, including details that numbers alone might not show

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The Longitudinal Educational Outcomes dataset combines HRMC earnings data with student records from the Higher Education Statistics Agency.

While there are lots of factors at play when it comes to your future earnings, use this as a rough timeline of what graduates in this subject area were earning on average one, three and five years later. Can you see a steady increase in salary, or did grads need some experience under their belt before seeing a nice bump up in their pay packet?

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