Bachelor of Design (with Honours) - BDes (Hon)
Here's what you will need to get a place on the Sound for the Moving Image course at Glasgow School of Art.
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A,B,B
A Levels ABB
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| Location | Fees |
|---|---|
| England | £9,535 per year |
| Scotland | £1,820 per year |
| Wales | £9,535 per year |
| Northern Ireland | £9,535 per year |
| Channel Islands | £9,535 per year |
| Republic of Ireland | £9,535 per year |
| EU | £24,350 per year |
| International | £24,350 per year |
UCAS code: PW33
Here's what Glasgow School of Art says about its Sound for the Moving Image course.
The programme consists of two years at the Glasgow School of Art (Year 3 and Year 4 of a BDes (Hons) degree), after two years in a Further Education college or international equivalent. The programme recruits directly into Stage 3 with articulation from HND programmes or from mature students with relevant experience. The programme will encourage students to make highly creative, concept-driven audiovisual work, using innovative recording, production and post-production technologies.
In addition to making original practical works in Studio courses, students will gradually build critical reading, analysis, academic writing and presentation skills in Critical Studies courses in Year 3, which prepare students for a large-scale, self -directed Research Project in Year 4 (comprised of a substantial piece of academic writing and a practical project). The critical studies and research courses encourage solid contextualisation and reflection within the studio projects too, which will equip graduates to succeed as industry professionals whilst also making their practice selfsustaining and continually encouraging those graduates re-invent the industrial systems to become more inclusive, accessible and for themselves to be responsible as creative citizens to address societal, cultural and sustainability issues in our future. Students will learn to make sound/audiovisual work that is meaningful and accessible to our society and work that diversifies representation both behind and in-front of the camera.
The programme structure fosters interdisciplinarity and collaboration across the School of Innovation, with an elective course in Year 3 where the student can share a classroom with like- minded students from BDes Product Design and BSc Immersive Systems who chose the same thematic study option. From Year 3 to Year 4 there is a progression from scaffolded studio projects with tutor specified mediums and deliverables, to self-directed and tutor supported projects where the student chooses their medium (e.g. sound alone, film or interactive platform/experience). This interdisciplinarity and choice within the programme allows students to tailor their learning experience and build a creative portfolio for their chosen industry.
This undergraduate course has been written in response to the increased recognition of the importance of sound and moving image as part of the Scottish creative, cultural and commercial landscapes.
The programme will also tap into the worldwide increase in media production for an increasingly diverse and divergent audience through multiple digital distribution platforms. Students will develop detailed theoretical, practical and technical knowledge in sound production for visual media, where they can execute industry standard workflows, and incorporate meticulous ethical processes. Throughout the programme, project briefs are set to support students in creating:
• original soundscapes • documentaries • original short films • spatial and immersive audio (including audio for games); • voice for audiobooks, advertisement, radio jingles • music for animation • and an extended self-directed research project
The programme prepares students for a career in the field of sound production and postproduction for the moving image. The programme will also provide a grounding in the professional practice of sound production for visual environments, such as film, animation, television, online, interactive media and games, theatre and art installations. Graduates have found employment as audio professionals and practitioners in key creative industries and progressed to a range of careers in audio-visual arts, game development and film and television.
Source: Glasgow School of Art
Qualification
Bachelor of Design (with Honours) - BDes (Hon)
Department
School of Innovation and Technology
Location
Garnethill Campus | Glasgow
Duration
2 Years
Study mode
Full-time
Subjects
• Audio technology
• Visual and audio effects
• Sonic arts
• Film and sound recording
Start date
14 September 2026
Application deadline
14 January 2026
Showing 0 reviews
The NSS is an annual survey where final-year students are asked to rate different aspects of their course and university experience.
The Sound for the Moving Image course at Glasgow School of Art features content from more than one subject area. Using the options below, you can see ratings from students who took courses in each of these subject areas at this uni
Select an option to see a detailed breakdown
Teaching on my course
88%
med
How often does your course challenge you to achieve your best work?
86%
med
How good are teaching staff at explaining things?
89%
med
How often do teaching staff make the subject engaging?
85%
high
How often is the course intellectually stimulating?
93%
high
Learning opportunities
84%
med
To what extent have you had the chance to bring together information and ideas from different topics?
93%
high
How well does your course introduce subjects and skills in a way that builds on what you have already learned?
76%
low
How well has your course developed your knowledge and skills that you think you will need for your future?
79%
low
To what extent have you had the chance to explore ideas and concepts in depth?
92%
high
To what extent does your course have the right balance of directed and independent study?
80%
med
Assessment and feedback
86%
high
How well have assessments allowed you to demonstrate what you have learned?
94%
high
How fair has the marking and assessment been on your course?
93%
high
How often does feedback help you to improve your work?
80%
high
How often have you received assessment feedback on time?
75%
med
How clear were the marking criteria used to assess your work?
90%
high
Academic support
94%
high
How easy was it to contact teaching staff when you needed to?
93%
high
How well have teaching staff supported your learning?
96%
high
Organisation and management
72%
med
How well were any changes to teaching on your course communicated?
84%
high
How well organised is your course?
59%
low
Learning resources
90%
high
How well have the IT resources and facilities supported your learning?
93%
high
How well have the library resources (e.g., books, online services and learning spaces) supported your learning?
89%
med
How easy is it to access subject specific resources (e.g., equipment, facilities, software) when you need them?
89%
med
Student voice
76%
med
How clear is it that students' feedback on the course is acted on?
72%
high
To what extent do you get the right opportunities to give feedback on your course?
75%
low
To what extent are students' opinions about the course valued by staff?
82%
high
How well does the students' union (association or guild) represent students' academic interests?
75%
med
Other NSS questions
Overall, I am satisfied with the quality of the course.
73%
low
How well communicated was information about your university/college's mental wellbeing support services?
89%
high
Select an option to see a detailed breakdown
Teaching on my course
78%
low
How often does your course challenge you to achieve your best work?
76%
low
How good are teaching staff at explaining things?
93%
med
How often do teaching staff make the subject engaging?
79%
low
How often is the course intellectually stimulating?
69%
low
Learning opportunities
78%
low
To what extent have you had the chance to bring together information and ideas from different topics?
86%
med
How well does your course introduce subjects and skills in a way that builds on what you have already learned?
70%
low
How well has your course developed your knowledge and skills that you think you will need for your future?
74%
low
To what extent have you had the chance to explore ideas and concepts in depth?
93%
high
To what extent does your course have the right balance of directed and independent study?
68%
low
Assessment and feedback
84%
med
How well have assessments allowed you to demonstrate what you have learned?
86%
med
How fair has the marking and assessment been on your course?
86%
med
How often does feedback help you to improve your work?
83%
med
How often have you received assessment feedback on time?
92%
high
How clear were the marking criteria used to assess your work?
74%
med
Academic support
93%
med
How easy was it to contact teaching staff when you needed to?
92%
med
How well have teaching staff supported your learning?
94%
med
Organisation and management
65%
med
How well were any changes to teaching on your course communicated?
71%
med
How well organised is your course?
60%
med
Learning resources
83%
med
How well have the IT resources and facilities supported your learning?
88%
high
How well have the library resources (e.g., books, online services and learning spaces) supported your learning?
93%
med
How easy is it to access subject specific resources (e.g., equipment, facilities, software) when you need them?
67%
low
Student voice
64%
low
How clear is it that students' feedback on the course is acted on?
56%
med
To what extent do you get the right opportunities to give feedback on your course?
73%
low
To what extent are students' opinions about the course valued by staff?
65%
low
How well does the students' union (association or guild) represent students' academic interests?
61%
low
Other NSS questions
Overall, I am satisfied with the quality of the course.
79%
med
How well communicated was information about your university/college's mental wellbeing support services?
75%
med
Select an option to see a detailed breakdown
Teaching on my course
82%
med
How often does your course challenge you to achieve your best work?
77%
low
How good are teaching staff at explaining things?
94%
med
How often do teaching staff make the subject engaging?
80%
med
How often is the course intellectually stimulating?
78%
med
Learning opportunities
73%
low
To what extent have you had the chance to bring together information and ideas from different topics?
88%
high
How well does your course introduce subjects and skills in a way that builds on what you have already learned?
56%
low
How well has your course developed your knowledge and skills that you think you will need for your future?
66%
low
To what extent have you had the chance to explore ideas and concepts in depth?
90%
med
To what extent does your course have the right balance of directed and independent study?
67%
low
Assessment and feedback
88%
med
How well have assessments allowed you to demonstrate what you have learned?
90%
med
How fair has the marking and assessment been on your course?
93%
high
How often does feedback help you to improve your work?
83%
med
How often have you received assessment feedback on time?
84%
med
How clear were the marking criteria used to assess your work?
90%
high
Academic support
94%
med
How easy was it to contact teaching staff when you needed to?
94%
med
How well have teaching staff supported your learning?
94%
high
Organisation and management
71%
med
How well were any changes to teaching on your course communicated?
85%
high
How well organised is your course?
58%
med
Learning resources
90%
med
How well have the IT resources and facilities supported your learning?
88%
med
How well have the library resources (e.g., books, online services and learning spaces) supported your learning?
96%
high
How easy is it to access subject specific resources (e.g., equipment, facilities, software) when you need them?
84%
med
Student voice
68%
med
How clear is it that students' feedback on the course is acted on?
53%
low
To what extent do you get the right opportunities to give feedback on your course?
80%
med
To what extent are students' opinions about the course valued by staff?
75%
med
How well does the students' union (association or guild) represent students' academic interests?
61%
low
Other NSS questions
Overall, I am satisfied with the quality of the course.
69%
low
How well communicated was information about your university/college's mental wellbeing support services?
85%
high
The Sound for the Moving Image course at Glasgow School of Art features content from more than one subject area. Choose an option below to find out about the students taking courses in each of those subject areas at this uni.
| Most popular A-levels studied | ||||||
|---|---|---|---|---|---|---|
| Subject | Grade | |||||
| Most popular A-levels studied | ||||||
|---|---|---|---|---|---|---|
| Subject | Grade | |||||
| Fine Art | A* | |||||
| Mathematics | A* | |||||
| Biology | B | |||||
| Film Studies | C | |||||
| Graphics | C | |||||
| Most popular A-levels studied | ||||||
|---|---|---|---|---|---|---|
| Subject | Grade | |||||
The Sound for the Moving Image course includes content from more than one subject area. Choose an option below for information about Glasgow School of Art graduates across each of those subject areas.
Graduate statistics
60%
Say it fits with future plans
55%
Are utilising studies
Graduate statistics
60%
Say it fits with future plans
60%
Are utilising studies
Graduate statistics percentages are determined 15 months after a student graduates
Earnings from Glasgow School of Art graduates who took Sound for the Moving Image - or another course in the same subject area.
Earnings
£17.9k
First year after graduation
£22.6k
Third year after graduation
£25.2k
Fifth year after graduation
Shown here are the median earnings of graduates at one, three and five years after they completed a course related to Sound for the Moving Image.
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
Students are talking about Glasgow School of Art on The Student Room.
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