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University of Wolverhampton

Music Performance Technologies

UCAS Code: W370

Foundation Degree in Arts - FdA

Entry requirements


A level

D,E

Pass Access to HE Diploma (full-award)

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

UCAS Tariff

40
50%
Applicants receiving offers

You may also need to…

Attend an interview

About this course


Course option

2years

Full-time | 2019

Subject

Music technology

Music composition, production, performance and coding play a huge role in today’s creative industries, which in turn accounts for 9% of the UK’s export market. Most creative music jobs surface from a variety of disciplines and genres (and their intersection).

This course is designed to bring the worlds of performance, coding and technology together as a cohesive subject. Not only will students have to opportunity to learn vital skills in songwriting/composition and production, they will also have to opportunity to create their own software and hardware tools to aid them in a performance environment, whether to support a recital, add to a VJing visualisation, sonify data, or create a soundscape adopting original sonic processes as well as multichannel streaming.

At present, this course is one of very few in the UK to offer this ‘cross-collaboration’ discipline between conventional performance and coding technologies. Moreover, this course directly connects with and enables students to interact with the emerging musical interface industries. These industries look to enable many end users to interact with music (within production and performance settings) regardless of skill and disability. As a result, student will get the opportunity to pitch their new invented products to experts in these industries within the Final Major Project Showcase module.

The course encourages an independence of thought and an entrepreneurial mindset through deep integration of cutting-edge technical skills and a focus on the developing music performance landscape. A range of assessment methods are used at both levels 4 and 5. These include:

- Performances

- Written reports

- Literature and book reviews

- Presentations

- Practical portfolio

- Reflective blogging activities

Assessments at level 4 are geared towards providing a robust foundation from which to develop the skills required by level 5. In addition to the above, students will take part in the following:

Individual or group student presentations to develop oral presentation, negotiation and
communication skills;
Other forms of small-group teaching and learning in which students have the
opportunity to work together as a team (for example, when developing software or hardware elements);
One-to- one interaction, particularly supporting the development of self-direction, intellectual independence and research skills through analysis and individual projects;
Corporate activity, developing teamwork and leadership skills;
Workshops and masterclasses, normally addressing the acquisition of creative skills
and techniques within a group context, and often benefiting from the experience of visiting specialists
Writing (essays, learning journals) as a means of developing research techniques, acquiring knowledge, and presenting ideas and arguments in written form
Practical exercises, usually connected with the development of creative, analytical and
aural skills
Independent learning, whether as directed reading and listening related to essay-writing or project work or as practice for developing creative skills
Module outline:

Year 1

4MU048 Behind the Glass
4MU062 Introduction to Music Computing
4MU064 Sound and Audio Fundamentals
4MU065 Composition: Applied Music Theory
4MU063 Performance Interface Design
4MU066 Music Production Practice
Year 2

5MU065 Synthesis and Live Processing
5MU066 Performing with Technology
5MU048 Review & Prototype
5MU063 Algorithmic Composition & Sonification
5MU064 Live Audiovisuals
5MU067 Final Major Project Showcase

The Uni


Course location:

South Staffordshire College (Tamworth Campus)

Department:

School of Performing Arts

TEF rating:

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What students say


We've crunched the numbers to see if overall student satisfaction here is high, medium or low compared to students studying this subject(s) at other universities.

79%
med
Music technology

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.

Music

Teaching and learning

87%
Staff make the subject interesting
91%
Staff are good at explaining things
87%
Ideas and concepts are explored in-depth
84%
Opportunities to apply what I've learned

Assessment and feedback

Feedback on work has been timely
Feedback on work has been helpful
Staff are contactable when needed
Good advice available when making study choices

Resources and organisation

87%
Library resources
89%
IT resources
82%
Course specific equipment and facilities
76%
Course is well organised and has run smoothly

Student voice

Staff value students' opinions

Who studies this subject and how do they get on?

98%
UK students
2%
International students
66%
Male students
34%
Female students
74%
2:1 or above
11%
Drop out rate

Most popular A-Levels studied (and grade achieved)

C
D
B

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.

Music

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.

£15,600
low
Average annual salary
96%
med
Employed or in further education
96%
med
Employed in a role where degree was essential or beneficial

Top job areas of graduates

20%
Artistic, literary and media occupations
15%
Sales assistants and retail cashiers
13%
Other elementary services occupations
What do graduate employment figures really tell you?

Music is a popular degree subject and a little over 4,600 degrees were awarded to UK graduates in 2015. Most were working after six months — but postgraduate study (usually continuing with music) is quite common and a lot of graduates go into music teaching, often as freelance or travelling music teachers of particular instruments. Obviously, many music graduates get work as musicians as well, or work as sound recordists and in similar technical roles. Music is important in advertising and so a lot of graduates go into this industry, and management is also a popular job role for music graduates. There's also a niche for music graduates wanting to work in IT and computing, particularly with web applications. Because a lot of musician work is temporary or freelance, the most common way for new graduates to get jobs as musicians is through their own contacts, so learning how to make good use of networks and contacts might help in your career.

What about your long term prospects?

Looking further ahead, below is a rough guide for what graduates went on to earn.

Music technology

The graph shows median earnings of graduates who achieved a degree in this subject area one, three and five years after graduating from here.

£13k

£13k

£15k

£15k

£17k

£17k

Note: this data only looks at employees (and not those who are self-employed or also studying) and covers a broad sample of graduates and the various paths they've taken, which might not always be a direct result of their degree.

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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.

Have a question about this info? Learn more here

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

Have a question about this info? Learn more here

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?

Have a question about this info? Learn more here