Songwriting – (M.A.)

Contents

Modules
* Solo Songwriting: This module aims to enable students to develop critical thinking skills in relation to songwriting and to use practical songwriting and reflective writing skills to interpret, assimilate and evaluate the critique of others. Initially, students write one new song per week and perform it (live or pre-recorded) to the group. During and after performances, peer members are invited to make reflexive critical notes on the song in an individual journal, and after the taught session each song can be accessed on the course VLE, enabling students to asynchronously add reflective critique to the journal. In week 7 the tutor 'anonymously' forwards peer critique to the songwriter in question, and from week 8 onwards students use tutorial and peer critique to re-write three songs. Students continue to play rewritten songs to the group, but at this stage the discussion focuses upon individual critical evaluations of the rewritten song. For assessment, students are asked to submit a 5,000 word critical journal and a 2,500 word reflective account that evaluates the rewriting process.
* History of Song: This module aims to enable students to gain knowledge and understanding of strategies used in popular songwriting and to develop the ability to place original songs within the context of that knowledge and understanding. With reference to audio examples of popular songs written between 1920 and the present day, a series of lectures examines key developments in the musical, lyrical and structural development of song. The teaching approach is analytical and particular attention is paid to strategies used by songwriters to convey ideas. In week 7, these tutor-led lectures become student-led seminars that extend the analytical scope to include the individual interests of the student. For assessment, students are required to use lecture content and personal research to make observations and develop theories concerning resonances between original songs and songs written by others.
* Collaborative and Interdisciplinary Practice: This module encourages students to collaborate with each other on the Songwriting pathway, with students on the Creative Sound and Media Technology pathway, with students taking our other MMus pathways, or indeed with creative individuals outside of the course. It allows students who are so inclined to look beyond their core discipline and undertake interdisciplinary projects, but can also provide an opportunity to work in new ways within their core discipline through collaborative practice. Delivery centres upon small-group seminars (focused on particular interest areas), and assessment is based on a portfolio of creative work and a self-evaluation/collaborative process document.
* Context and Methodology: This module is intended to fulfil the requirements of a research methodology module. However, since a large part of the programme is practice-based, and the methodology for this aspect of students' work is covered by other modules in the programme, it is intended to combine a study of research methodology with a study of context in terms of the student's own practice – specifically of a set of paradigms that characterise the field's current, creative and industrial boundaries. The primary teaching method for this module is a weekly lecture/seminar, with some tutorial sessions that focus on pathway specialism. The assessment item is a topic review, demonstrating an understanding of the methodologies covered by the module and an awareness of the context of the student's own practice.
* Major Project: This double module represents the culmination of the MMus, and a chance for students to work in a research-oriented environment dependent largely on personal direction and working methods. Students use the skills acquired in their undergraduate work and the first two trimesters to produce a substantial portfolio of practical creative work. The exact nature of this work is to be negotiated with the module leader, but it must represent the quantity of work required by a double module. Seeking to establish interdependence of enquiry, the module is largely student-led, with most of the work centred upon individual practice.

Teaching Methods and Resources

Bath Spa's approach to the teaching of songwriting combines analysis of existing repertoire with a focus on song crafting technique and students are encouraged to develop by writing new songs throughout the course. Lectures, seminars and tutorials combine to offer a range of expert and peer critique that seeks to enable the student to examine original and known works in a range of critical and technical contexts. The curriculum is supported by a Virtual Learning Environment, so course materials can be accessed from any web link.

Assessment Methods

Assessment takes the form of individual assignments for each module. Typical assessments include audio CD, presentation, essay, and evaluative account. Assessment is continuous and there are no written exams.