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Plymouth Marjon University (St Mark & St John)

Music and Audio Technology

UCAS Code: MAAT

Foundation Degree in Arts - FdA

Entry requirements


A level

D,D,E-D,D,D

Excluding General Studies

We will accept 2 AS levels in lieu of one A level but must be accompanied by 2 A Levels or BTECs General Studies is excluded.

Pass with 9-15 Level 3 credits at Merit/Distinction with a minimum of 3 credits at Distinction

GCSE/National 4/National 5

GCSE Grade C or 4 English Language or an acceptable equivalent qualification

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

MPP-MMP

or a combination of BTEC Level 3 grades

UCAS Tariff

64-72

Must be achieved from 3 A levels, BTECs or other acceptable Level 3 qualifications

About this course


Course option

2.0years

Full-time | 2020

Subject

Music production

This new programme has a broad appeal and is suitable for those interested in traditional music production, contemporary electronic music creation as well as sound design, performance and audio visual practice. There are core sound and music related modules that cover key aspects of studio production techniques, synthesis and sound design, music in context, mixing, mastering, creative music production. The course is delivered by dBs Music who provide a practical and creative-based degree course located in professionally specified high-end studio facilities and validated by Plymouth Marjon University.

This exciting Foundation Degree explores traditional music production, studio craft and contemporary electronic music creation. It is a broad but thorough course that will allow students to develop modern skills in all areas of music and audio technology, with the option to specialise in an area of their choice in the second year - either Advanced Music Production or Advance Sound for Media.

Students have access to a wide range of professional standard sound and music production equipment, which features not only established studio and recording environments but also electronic music and sound design labs, which include modern and classic sound production tools and software. All dBs Music centres are based on the principles of providing the very best, boasting fully equipped studios, huge live rooms, Foley studios, Surround Sound suites and lecture theatre/screening rooms. Whether it’s classic mixing desks, such as the API 1608, Neve Genesys or SSL Duality, or the very latest software plug-ins and the mountain of hardware, students are guaranteed to get hands on practical experience on the very best industry standard gear.

Modules

Certificate Level
Sonic Production
Research into Audio Production
Studio Production Techniques
Audio Mechanisms
Sound Design
Sound for Screen
Diploma Level
Audio Music Mixing
Professional Development
Sound and Music Mastering
Research Project
Sound and Music in Performance
Advanced Music Production
Advanced Sound Media

All 20 credit module

Assessment methods

Audio Recordings: Recorded audio materials most usually, but not exclusively, submitted as stereo master mix-down files. Will be referenced to specific requirements for creative and/or technical merit. Will usually be required to be submitted in an audio file format such as MP3 or broadcast quality wave audio files.
Case Study: An in-depth investigation of an organisation, a community or some other unit of analysis (a business or an issue); a focus on just one instance of the thing to be investigated with the aim to illuminate the general by looking at the particular.
Creative/Practical Project: A piece of creative/practical work which might include audio production, sound design, video soundtrack, multimedia, or event planning and realisation which is undertaken individually or in a small group
Essay: Critical written response to a question on an aspect of Music Production.
Interview / Presentation: Formally assessed presentations or more discursive interviews on either a specific theoretical topic or practical work, sometimes undertaken in seminars/workshops by individuals or small groups of students. This may take the form of a critical aural analysis of practical work.
Peer evaluation: A process whereby the peers of a student delivering, for example, a presentation can contribute to the process of review, evaluation and assessment of that student's work.
Plan: A piece of supporting evidence to indicate a methodical and systematic approach to planning. This could relate to an event/ performance or the undertaking of a piece of practical work
Production Analysis: A report showing a critical evaluation of the technical and creative characteristics of a piece of purely practical project work such as a piece of recorded audio. An emphasis is placed upon the evaluation of specific audio production techniques and the effect on workflow and the creative process.
Production Documentation: Details of all processes undertaken to achieve final production. This could include time-management planning, design diagrams, reports, scores, production schedules, technical specs, budget plans, storyboards etc.
Reflective Journal: A report on a student experience which consists of description and critical reflections on the context, environment, process and outcomes of the experience.
Research Project: A detailed individual piece of research into an aspect of audio production or a sustained practical project that is contextually grounded. All independent projects are negotiated with
and supervised by an appropriate tutor.
Workbook / Portfolio: An individual journal or body of work containing both text and visual information detailing the research and development that underpins the student’s project. As such, it provides a map of the progression of the student’s ideas and process. A workbook can be specified (by module leaders) as either physical or virtual (on-line).

Tuition fees

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

Channel Islands
£7,500
per year
England
£7,500
per year
EU
£7,500
per year
Northern Ireland
£7,500
per year
Scotland
£7,500
per year
Wales
£7,500
per year

The Uni


Course locations:

Bristol

DBS Plymouth

Department:

School of Arts and Humanities

TEF rating:
Read full university profile

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.

Music

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?

97%
UK students
3%
International students
90%
Male students
10%
Female students
66%
2:1 or above
21%
Drop out rate

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.

95%
med
Employed or in further education
100%
med
Employed in a role where degree was essential or beneficial

Top job areas of graduates

27%
Artistic, literary and media occupations
12%
Other elementary services occupations
9%
Science, engineering and production technicians

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 production

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

£16k

£16k

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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Course location and department:

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Teaching Excellence Framework (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?

Have a question about this info? Learn more here