Fundamentals of Creative Music Practice
Undergraduate
UNE-MUSI140 2024Course information for 2024 intake View information for 2025 course intake
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- Study method
- 100% online
- Assessments
- 100% online
- Entry requirements
- No ATAR needed, No prior study
- Duration
- 16 weeks
- Loan available
- FEE-HELP available
Fundamentals of Creative Music Practice
About this subject
Upon completion of this subject, students will be able to:
- Identify, research, communicate and model creative concepts, creative practice workflows and methodologies in their chosen area of specialty;
- Employ fundamental research literacies to inform creative practice projects through identification, analysis and evaluation of a range of sources;
- Communicate and reflectively evaluate creative practice goals, workflows, methodologies and outcomes individually and in groups; and
- Apply and demonstrate knowledge of creative practice workflows and research skills to the development and execution of creative practice projects.
- Topics will be available to enrolled students in the subjects moodle site approximately one week prior to the commencement of the teaching period.
This subject provides the foundations for you to develop an independent, professional standard of creative practice and practice based research.
You will examine concepts of musical creativity, originality and innovation and develop a deeper understanding of how this pertains to your individual practice and specialisation in performance, composition or music technology and production.
You will devise a small scale creative project tailored to your own musical interests and will be supported through the development of that project via structured learning materials that examine all stages of the project. This includes idea generation, communication, planning and management, resourcing and audience generation.
You will engage in reflective practice throughout the subject via individual and group based reflection.
Assessment 1: Written Proposal: 1000 words. Relates to Learning Outcomes 1-4;
Assessment 2: Written Task: 1250 words. Relates to Learning Outcomes 1-3;
Assessment 3: Research Informed Creative Project - choose either: Music Performance or Composition or Music Technology/Production: 2000 words. Relates to Learning Outcomes 1,4;
Assessment 4: Structured Individual and Group Forum Participation: 750 words. Relates to Learning Outcomes 1-3.- Written Proposal - 1000 words (20%)
- Written Task - 1250 Words (25%)
- Research-informed Creative Project - Choose either: Music Performance or Composition or Music Technology/Production (40%)
- Structured Individual and Group Forum Participation (15%)
For textbook details check your university's handbook, website or learning management system (LMS).
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Entry requirements
No entry requirements
Additional requirements
- Equipment requirements - Headphones or speakers (required to listen to lectures and other media). Headset, including microphone (highly recommended). Webcam (may be required for participation in virtual classrooms and/or media presentations).
- Software requirements - It is essential for students to have reliable internet access in order to participate in and complete your units, regardless of whether they contain an on campus attendance or intensive school component. For additional information please visit UNE Hardware Requirements: https://www.une.edu.au/current-students/support/it-services/hardware
- Other requirements -
Textbook requirements:
Textbook information is not available until approximately 8 weeks prior to the commencement of the Teaching period.
Students are expected to purchase prescribed material.
Textbook requirements may vary from one teaching period to the next.
Study load
- 0.125 EFTSL
- This is in the range of 10 to 12 hours of study each week.
Equivalent full time study load (EFTSL) is one way to calculate your study load. One (1.0) EFTSL is equivalent to a full-time study load for one year.
Find out more information on Commonwealth Loans to understand what this means to your eligibility for financial support.
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