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Image from Sound for the Moving Image

Bachelor of Design (with Honours) - BDes (Hon)

Sound for the Moving Image

Entry requirements

Here's what you will need to get a place on the Sound for the Moving Image course at Glasgow School of Art.

Select a qualification to see required grades

A level

A,B,B

A Levels ABB

You may also need to

Submit a portfolio

Tuition fees

LocationFees
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

Course summary

What this course is about

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

Course details

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

Glasgow School of Art reviews

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National Student Survey (NSS) scores

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

Engineering and technology
Performing arts
Cinematics and photography

Select an option to see a detailed breakdown

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

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

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

How easy was it to contact teaching staff when you needed to?

93%

high

How well have teaching staff supported your learning?

96%

high

How well were any changes to teaching on your course communicated?

84%

high

How well organised is your course?

59%

low

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

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

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

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

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

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

How easy was it to contact teaching staff when you needed to?

92%

med

How well have teaching staff supported your learning?

94%

med

How well were any changes to teaching on your course communicated?

71%

med

How well organised is your course?

60%

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

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

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

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

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

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

How easy was it to contact teaching staff when you needed to?

94%

med

How well have teaching staff supported your learning?

94%

high

How well were any changes to teaching on your course communicated?

85%

high

How well organised is your course?

58%

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

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

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

Student information

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.

Others in technology
Cinematics and photography
Music
Mode of study
Full-time100%
Gender ratio
Female18%Male82%
Where students come from
International6%UK94%
Number of students35
Most popular A-levels studied
SubjectGrade
Mode of study
Full-time99%Part-time1%
Gender ratio
Female60%Male34%Other5%
Where students come from
International13%UK87%
Student performance
2:1 or above87%
Number of students335
Most popular A-levels studied
SubjectGrade
Fine ArtA*
MathematicsA*
BiologyB
Film StudiesC
GraphicsC
Mode of study
Full-time100%
Gender ratio
Female18%Male82%
Where students come from
International6%UK94%
Number of students35
Most popular A-levels studied
SubjectGrade
Source: HESA

Graduate prospects

What graduates do next

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.

Design, and creative and performing arts
Creative arts and design

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 after graduation

Earnings from Glasgow School of Art graduates who took Sound for the Moving Image - or another course in the same subject area.

Creative arts and design

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.

Source: LEO

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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