Islands students are entitled to different support to that of students from the rest of the UK. These annual fees are for full-time students who begin this undergraduate course here in 2022. Potential to engage with the course in its full diversity through a genuine spirit of enquiry; keenness to think critically about music; as well as creativity and independent thought in areas of specialism . For more detail on the selection criteria for this course, please see theMusicwebsite.

Any of these option courses can be replaced with courses from outside music . If you have achieved Grade 8 standard or equivalent on your first instrument by the time you start the programme, you can also take Performance . This course will develop your creative, practical, and listening skills. To celebrate Global Intergenerational Week starting on April 25, we are highlighting the positive effects of intergenerational music-making and its ability… Deaf Awareness Week is an annual event that aims to promote the positive aspects of deafness, promote social inclusion, and raise awareness of the huge… Music can give children a way to express themselves, to unleash their creativity, to be inspired and uplifted, to relax, and to relieve stress and tension.

As well as providing your academic qualifications, you’ll be able to showcase your skills, qualities and passion for the subject. If your English currently does not reach the University’s required standard for this programme, you may be interested inone of our English language courses. This course requires academic IELTS 6.0 overall, with no less than 5.5 in each skill.

It is noteworthy that this was despite the majority not having formal qualifications in music (98%) less than half having previously learnt a musical instrument and/or sung in a choir (48%) and only 16% currently playing a musical instrument or singing on a regular basis. It should be noted that greater years of teaching experience correlated positively with more positive attitudes, perhaps reflecting a greater emphasis on music education in these educators initial training. As noted in the literature above, for those educators who completed their training in recent years there has been limited opportunity to develop music knowledge and skills. The standard educator profile, combined with the individual music belief item endorsements and the key educator characteristic of experience as a predictor of music beliefs, is highly informative. This may explain higher beliefs within the current educator cohort that music is primarily an aesthetic and creative device in the classroom, and relatively lower beliefs that skills gained from music can be translated to promote and accomplish academic outcomes.

Whatever your focus, you’ll work with fellow musicians to fully realise a musical recording. You’ll learn how to collaborate with others, each with different skills and roles, to create original music (including songwriting, instrumental works, electronic tracks and anything in-between) or to capture performance as a recorded artefact. In addition to the two composers, the participants were older adults, with the residential group being joined by schoolchildren from a local Primary school to collaborate in a final performance. Qualitative data analyses provide evidence of multi-dimensional psychological benefits arising from the successful, group-focused music-making activities.