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The School aims to equip its students with essential skills necessary to understand music in terms of both its historical developments and its formal and structural components, as well as its function in society. Close links between academic and practical studies lie at the heart of the school's educational ethos. It aims to instil integrity, further excellence, help to develop a critical and creative attitude and improve the musical and textual expressivity of its students.
BMus graduates pursue music-related careers in a broad range of areas including teaching, journalism, arts administration, the music industry, academia, composition and performance. The programme is aimed at a diverse mix of leaving certificate students, mature learners and an increasing international cohort.
The music programme benefits from its international outlook; its lecturers stem from Ireland, Europe and the US, holding degrees from six different countries. Its vibrant student community also includes many international students. A number of general elective modules and a high number of elective students from other disciplines ensure an interdisciplinary atmosphere within the School. Elements of academic and practical music education mutually reinforce each other; students can participate in choirs, an orchestra and an Indonesian gamelan ensemble for credit (and have the opportunity to get involved in organising concerts and other musical activities). Through its ensembles the School is involved in many cultural on- and off-campus activities that broaden students' horizons. The School's comparatively small size means that students quickly develop a strong esprit the corps and get to know all lecturers very quickly.
The School pursues a wide variety of teaching and learning approaches, from the traditional lecture and seminar formats to tutorials, group work, problem-based learning, practical musicianship through membership in the School's ensembles, and field work, all facilitated by online support. The lecturers as well as guest speakers in our seminar series ensure that much of the teaching is informed by the latest research. The School applies formative and summative assessment strategies which are peer-reviewed where appropriate and include essays, exams, reviews, group presentations, poster presentations and reflective journals.
The School aims to equip its students with essential skills necessary to understand music in terms of both its historical developments and its formal and structural components, as well as its function in society. Close links between academic and practical studies lie at the heart of the school's educational ethos. It aims to instil integrity, further excellence, help to develop a critical and creative attitude and improve the musical and textual expressivity of its students.
BMus graduates pursue music-related careers in a broad range of areas including teaching, journalism, arts administration, the music industry, academia, composition and performance. The programme is aimed at a diverse mix of leaving certificate students, mature learners and an increasing international cohort.
The music programme benefits from its international outlook; its lecturers stem from Ireland, Europe and the US, holding degrees from six different countries. Its vibrant student community also includes many international students. A number of general elective modules and a high number of elective students from other disciplines ensure an interdisciplinary atmosphere within the School. Elements of academic and practical music education mutually reinforce each other; students can participate in choirs, an orchestra and an Indonesian gamelan ensemble for credit (and have the opportunity to get involved in organising concerts and other musical activities). Through its ensembles the School is involved in many cultural on- and off-campus activities that broaden students' horizons. The School's comparatively small size means that students quickly develop a strong esprit the corps and get to know all lecturers very quickly.
The School pursues a wide variety of teaching and learning approaches, from the traditional lecture and seminar formats to tutorials, group work, problem-based learning, practical musicianship through membership in the School's ensembles, and field work, all facilitated by online support. The lecturers as well as guest speakers in our seminar series ensure that much of the teaching is informed by the latest research. The School applies formative and summative assessment strategies which are peer-reviewed where appropriate and include essays, exams, reviews, group presentations, poster presentations and reflective journals.
The School aims to equip its students with essential skills necessary to understand music in terms of both its historical developments and its formal and structural components, as well as its function in society. Close links between academic and practical studies lie at the heart of the school's educational ethos. It aims to instil integrity, further excellence, help to develop a critical and creative attitude and improve the musical and textual expressivity of its students.
BMus graduates pursue music-related careers in a broad range of areas including teaching, journalism, arts administration, the music industry, academia, composition and performance. The programme is aimed at a diverse mix of leaving certificate students, mature learners and an increasing international cohort.
The music programme benefits from its international outlook; its lecturers stem from Ireland, Europe and the US, holding degrees from six different countries. Its vibrant student community also includes many international students. A number of general elective modules and a high number of elective students from other disciplines ensure an interdisciplinary atmosphere within the School. Elements of academic and practical music education mutually reinforce each other; students can participate in choirs, an orchestra and an Indonesian gamelan ensemble for credit (and have the opportunity to get involved in organising concerts and other musical activities). Through its ensembles the School is involved in many cultural on- and off-campus activities that broaden students' horizons. The School's comparatively small size means that students quickly develop a strong esprit the corps and get to know all lecturers very quickly.
The School pursues a wide variety of teaching and learning approaches, from the traditional lecture and seminar formats to tutorials, group work, problem-based learning, practical musicianship through membership in the School's ensembles, and field work, all facilitated by online support. The lecturers as well as guest speakers in our seminar series ensure that much of the teaching is informed by the latest research. The School applies formative and summative assessment strategies which are peer-reviewed where appropriate and include essays, exams, reviews, group presentations, poster presentations and reflective journals.
The School aims to equip its students with essential skills necessary to understand music in terms of both its historical developments and its formal and structural components, as well as its function in society. Close links between academic and practical studies lie at the heart of the school's educational ethos. It aims to instil integrity, further excellence, help to develop a critical and creative attitude and improve the musical and textual expressivity of its students.
BMus graduates pursue music-related careers in a broad range of areas including teaching, journalism, arts administration, the music industry, academia, composition and performance. The programme is aimed at a diverse mix of leaving certificate students, mature learners and an increasing international cohort.
The music programme benefits from its international outlook; its lecturers stem from Ireland, Europe and the US, holding degrees from six different countries. Its vibrant student community also includes many international students. A number of general elective modules and a high number of elective students from other disciplines ensure an interdisciplinary atmosphere within the School. Elements of academic and practical music education mutually reinforce each other; students can participate in choirs, an orchestra and an Indonesian gamelan ensemble for credit (and have the opportunity to get involved in organising concerts and other musical activities). Through its ensembles the School is involved in many cultural on- and off-campus activities that broaden students' horizons. The School's comparatively small size means that students quickly develop a strong esprit the corps and get to know all lecturers very quickly.
The School pursues a wide variety of teaching and learning approaches, from the traditional lecture and seminar formats to tutorials, group work, problem-based learning, practical musicianship through membership in the School's ensembles, and field work, all facilitated by online support. The lecturers as well as guest speakers in our seminar series ensure that much of the teaching is informed by the latest research. The School applies formative and summative assessment strategies which are peer-reviewed where appropriate and include essays, exams, reviews, group presentations, poster presentations and reflective journals.
Students should register to all core modules. Two performance modules must be selected as options. To complete 50 credits in Music, students must choose ONE additional Stage 2 music module of their choice - this additional 5 credit module can be chosen from either of the two option module lists.
Students are required to take the Music Studies module, the Dissertation or Recital module plus a further 35 credits of music options in their final stage. At least 2 options should be 10-credit level 3 music modules, and at least 2 options must be chosen from the list of performance modules. To fill out remaining credits, students may take other music modules including performance modules and they can also take modules outside of Music.
Students are required to take the Music Studies module, the Dissertation or Recital module plus a further 35 credits of music options in their final stage. At least 2 options should be 10-credit level 3 music modules, and at least 2 options must be chosen from the list of performance modules. To fill out remaining credits, students may take other music modules including performance modules and they can also take modules outside of Music.
| Award | GPA | ||||
|---|---|---|---|---|---|
| Programme | Module Weightings | Rule Description | Description | ||
| BHACS009 | Stage 3 - 50.00% Stage 2 - 50.00% |
Standard Honours Award | First Class Honours | 3.68 |
4.20 |
| Second Class Honours, Grade 1 | 3.08 |
3.67 |
|||
| Second Class Honours, Grade 2 | 2.48 |
3.07 |
|||
| Pass | 2.00 |
2.47 |
|||
| BHACS021 | Stage 4 - 50.00% Stage 2 - 50.00% |
Standard Honours Award | First Class Honours | 3.68 |
4.20 |
| Second Class Honours, Grade 1 | 3.08 |
3.67 |
|||
| Second Class Honours, Grade 2 | 2.48 |
3.07 |
|||
| Pass | 2.00 |
2.47 |
|||