
Music and Korean Studies BA
Department of Music
School of East Asian Studies
You are viewing this course for 2021-22 entry.
Key details
- A Levels ABB; BBB
Other entry requirements - UCAS code WTH4
- 4 years / Full-time
- Find out the course fee
- Dual honours
- Foreign language study
- Industry placement
- Study abroad
Course description
This degree allows you to perform, compose and write about music while developing your language skills and understanding of Korean culture.
We teach Korean from scratch, so you don't need previous experience. As well as intensive language training, we offer modules that cover the whole of East Asia, putting Korean issues into regional and global context. Towards the end of your course, you'll focus on more advanced and vocational skills in writing, summary, precision translation, debate and oral presentation.
Our music curriculum and expertise span seven different areas: performance, composition, musicology, ethnomusicology, music psychology, musical industries, and music technology.
We offer an impressive array of modules, with academic and practical study in most music genres, including classical, pop, jazz, folk and world music. You'll develop your skills as a musician and music researcher, and have the freedom to follow your own interests.
As a dual honours student, you'll divide your studies between the Department of Music and the School of East Asian Studies. You'll be required to take a minimum number of credits within both departments each year, but how you choose to divide your modules after this is up to you: split your modules evenly between Korean studies and music or choose to weight your degree in favour of one subject or the other.
In your third year, you will spend time studying in Seoul, South Korea at one of our six partner universities, experiencing the culture first hand and honing your language skills by living alongside native speakers.
Throughout your degree, you'll be studying in an environment dedicated to high-quality teaching, world-leading research, and innovative public engagement. We have cutting-edge facilities, including purpose-built music practice rooms, recording studios and music psychology labs.
Outside of your degree, there are many ways to develop your interests, insights and critical faculties. Opportunities include student-led reading groups, multiple ensembles, active student societies, and our University Concerts series, which hosts over 100 musical events and performances every year.
Dual and combined honours degrees

Modules
Dual honours programmes are very flexible. The music modules for combined honours students are the same as those for BMus students except that there are no compulsory modules. You can choose to split your 120 credits per year equally 60:60 between your two subjects, or you can choose a ‘major/minor’ split of 80:40.
Choose a year to see modules for a level of study:
UCAS code: WTH4
Years: 2021
In first year, you will take 60 credits of core Korean modules. For music, you will choose from the list of optional modules below.
Music optional modules:
- History of Western Music
-
This module considers key moments in the history of Western music from the 1500s to the present day. Taking individual composers and works, it aims to introduce students to different approaches to the study of music history, the development of particular musical genres, and the impact of cultural, historical and geographical context on composers. In addition, the module will consider ways of writing about music, and the use of primary and secondary sources for informing critical discussions of the subject.
20 credits - Music of the World
-
As a foundation for more specialised studies in particular forms of music, the module introduces students to music as a phenomenon common to all humanity, and cultivates an awareness of the many different things that music can be and the many different ways in which people use and understand music. Lectures introduce a range of music cultures from around the world, emphasising how particular ways of making and structuring musical sound are suited to particular purposes and performance contexts. Student work includes a small midterm written assignment, a final transcription and analysis assignment and two online quizzes with listening examples.
20 credits - The Materials of Music
-
This module addresses the core skills of listening to music accurately and critically; writing melody, harmony and counterpoint with understanding; and musical leadership skills. The module will also deal with musical nomenclature and terminology, and stylistic and formal elements of music. These will be taught against the broad musical context of the Department and in order to prepare students for concurrent and future modules.
10 credits - Harmony and Counterpoint
-
This module addresses the core skills of listening to and writing harmony and counterpoint accurately and critically. The module will also deal with musical nomenclature and terminology, and stylistic and formal elements of music. These will be taught against the musical context of the eighteenth century, and will serve to prepare students for compositional and analytical tasks in concurrent and future modules. It is linked with MUS133 - Materials of Music and will build on topics introduced in the first module.
10 credits - Technologies for Music
-
This module introduces students to a range of pertinent music technologies, focusing upon four key areas: sound recording, editing, transformation and representation. In each case, students experience some of the many ways in which specific technologies serve the many different music disciplines. They go on to learn the essential principals of those technologies, before learning how they work in practice.
10 credits - Composition
-
Through a preliminary analysis of examples drawn from mainstream and contemporary musical literature students will be introduced to strategies for generating and shaping musical materials. In addition there will be some exploration of the technical and practical capabilities of musical instruments. Students will be required to produce coherently structured small-scale pieces which can be performed by members of the group.
20 credits - Performance
-
The course aims to develop the musical and intellectual abilities appropriate to solo performance. The theoretical background is considered, focusing on the aural and analytical skills essential to performance at an advanced level. Issues of style and interpretation as well as effective preparation and communication are addressed. Consideration is given to the varying demands of concert and studio work and performing with confidence. Attendance at a number of University concerts will be required.
20 credits - Folk Music Participation
-
This module is based upon participation in and preparation for folk sessions hosted by the Department of Music. Through intensive preparation of challenging repertoire, as well as the skills to enable improvised participation, students will develop their understanding of the demands and pleasures of session practice, and their knowledge of the repertoires concerned (British folk traditions), and be encouraged to reflect upon the roles and responsibilities of individual participants within the group. They will also be required to attend a professional ensemble concert or concerts within the university concert series.Module delivered through directed sessions on site; other sessions in venues around the city to be selected by the student.
10 credits - Composing Electronic Music
-
This module aims to equip students with the knowledge and skills necessary to compose various forms of electronic music. It introduces students to some of key figures within the field, surveys some of numerous musical genres and traditions that feed into this diverse form of artistic practice, and surveys a number of technologies and techniques typically used in the creation of electronic music. Students will learn how to process and develop a range of recorded and synthetic sound materials, before considering some of the various ways in which those materials may be used to compose electronic pieces.
10 credits - Popular Music Studies
-
This module provides an introduction to the study of popular music. The changing definitions of 'popular music' are explored in relation to their socio-cultural context, and major issues and debates in popular music studies are investigated. Classes involve lectures, group discussions and in-class tasks. Assessments include a 1500 word essay choosing a piece of popular music, examining its significant features and discussing what, and how, it communicates to the listener. Additionally a student will give a 15 minute group presentation drawing on the major themes of the module to analyse an artist or album.
10 credits - Music Psychology
-
This module aims to give musicians an awareness of the characteristics of scientific explanations and the problems and benefits of approaching music from a scientific perspective. It explores scientific approaches to music through selected topics in music psychology, such as psychoacoustics and music perception, music's evolutionary origins, and considers the benefits and value of music making and listening. Teaching and learning takes the form of lectures, demonstrations, collaborative learning, group-working in written and spoken forms.
10 credits - Ensemble Participation
-
This module is based upon participation in and preparation for rehearsals and performances of the ensembles hosted by the Department of Music: the University of Sheffield Symphony Orchestra, Wind Orchestra and Chamber Choir. Through intensive preparation of challenging repertoire, students will develop their understanding of the demands and pleasures of large ensemble performance and their knowledge of the repertoire concerned, and be encouraged to reflect upon the roles and responsibilities of individual performers within the group. They will also be required to attend a professional ensemble concert or concerts within the university concert series.
10 credits
Korean core modules:
- Korean Language 1A
-
This module is focusing on receptive activities and written productive activities in Korean language. It aims to enable students to acquire basic competence in grammar, reading, writing and translation both from and into Korean. Every week carefully designed grammar structures and vocabulary will be introduced so that students will be able to do something practical in Korean. The target level at the end of this level is roughly equivalent to TOPIK (Test of Proficiency in Korean) beginners level/L1 or CEFR (Common European Framework of Reference for Languages) A1.
20 credits - Korean Language 2A
-
This module is focusing on receptive activities and written productive activities in Korean language. This module builds on the achievement of EAS101A and introduces further grammatical structures of the Korean language with a view to further developing reading, writing and translation skills. Every week carefully designed grammar structures and vocabulary will be introduced so that students will be able to do something practical in Korean. At the end of this level students should complete the beginner¿s level which is roughly equivalent to TOPIK (Test of Proficiency in Korean) upper beginners level/L2 or CEFR (Common European Framework of Reference for Languages) A2.
20 credits - Korean Language 1B
-
This module is focusing on interactive activities in Korean. It aims to enable students to acquire basic competence in speaking and listening skills. Every week carefully designed grammar structures and vocabulary will be introduced so that students will be able to communicate in Korean through a variety of activities. The target level at the end of this level is roughly equivalent to TOPIK (Test of Proficiency in Korean) beginners level/L1 or CEFR (Common European Framework of Reference for Languages) A1.
10 credits - Korean Language 2B
-
This module is focusing on interactive activities in Korean. This module is built on the achievement of EAS101B and develop speaking and listening skills further to provide the grounding necessary for intermediate study. Every week carefully designed grammar structures and vocabulary will be introduced so that students will be able to communicate in Korean through a variety of activities. At the end of this level students should complete the beginner¿s level which is roughly equivalent to TOPIK (Test of Proficiency in Korean) upper beginners level/L2 or CEFR (Common European Framework of Reference for Languages) A2.
10 credits
For Korean, you will take 60 credits of core language modules.
For music, optional modules across our seven areas of expertise are available to students in Years 2 and 3. These modules are taught on a two-year rotation, with the exception of the seven specialist subject area modules, which run on an annual basis.
Music annual modules (optional):
- Intermediate Performance
-
This module will introduce students to issues and techniques related to performance at an intermediate level. It will act as preparation for advanced performance at Level 3 and builds on the foundation work completed as part of Level 1 performance (MUS110).Students registered for the module will take individual instrumental/vocal lessons, which will run alongside lectures throughout the academic year.The module will be a pre-requisite for MUS334 (Level 3 Extended Recital).
20 credits - Intermediate Composition
-
Students will be guided in the development of an individual composition practice. Emphasis will be on crafting pieces of extended duration and writing skilfully for instrumental and vocal ensembles. Opportunities to compose collaboratively, write for visiting performers, and participate in concerts will be taken. Students will be encouraged to set up independent opportunities for hearing their work played. Some formative analytical work will be set and students will explore relevant repertoire through listening, score study and attendance at concerts. Scores will be produced to a professional standard.
20 credits - Musicology
-
This module introduces the discipline of musicology, outlining its nature, scope and history, and developing research skills and methodologies in three core areas: 1. music analysis; 2. archival research and editorial techniques (i.e. dealing with historical documents relating to music); and 3. `critical musicology', engaging with recent and contemporary debates in the discipline. The module offers a valuable foundation for other modules within the musicology pathway, and also for L3 dissertations addressing musicological topics.
20 credits - Psychology of Music: methods and applications
-
This module lays the foundation for students to be able to research a music psychological topic using psychological research methods and consider its relevance for musical life and the music profession. The module focusses on developing skills in psychological research approaches, through teaching that is problem-based, meaning that students work on research design and data collection methods to tackle an issue or problem that may be encountered in musical contexts. A combination of methods is considered including qualitative and quantitative data collection, reflection, observation and literature research. Included problems may relate to musical development, psychology of performance, and music engagement.
20 credits - Music Promotions
-
This practical module, running across two semesters, provides an introduction to key concepts and methods essential to effective music promotion. Students work in groups to plan and implement a promotion strategy for an event or music product release, applying theoretical principles of music promotion into practice. Supported through weekly lectures and seminars students will:Develop a deeper understanding of the operational elements of a music promotions project.Analyse strategic (including commercial) considerations involved in selecting music for promotion.Identify and apply financial and legal best practice in music promotion.Develop and implement strategies and techniques for publicising and marketing of music through traditional and digital media.Learn how to work more effectively in groups in the context of music promotion.Communicate effectively with external music industry professionals.Use techniques to reflect on their own practice and evaluate their group's effectiveness.
20 credits - Creative Applications of Music Technology
-
Creative Applications of Music Technology focuses upon the creative use of computers to produce sonic art and provides an opportunity for students to realise their own compositions, from initial source recordings, transformation and mixing through to the production of a work. The module creates an interesting synergy between art and science by allowing students to reflect upon basic science behind the processes involved and their implementation within an artistic discourse.
20 credits - Ethnomusicology
-
The module provides an introduction to ethnomusicology, the study of any music in relation to the culture and values of its users. Emphasis is placed on learning ethnomusicological theory and method, with knowledge of particular musical traditions used as case studies to apply these to. As far as possible, students ¿learn by doing¿, gaining direct experience in using ethnomusicological methods such as participant observation, ethnographic interviewing, documenting and recording musical events, and musical transcription and analysis. Assessment is through a sustained individual fieldwork project, with submissions comprising a proposal and ethics application, folio of fieldwork materials, and reflective essay.
20 credits
Music rotational modules (optional)
- Practical Musicianship
-
This module will introduce students to skills and techniques related to practical musicianship. By learning skills such as ensemble direction, improvisation, sight reading, reading in different clefs, transposition at sight and realising a graphic score, students will learn how to become more flexible as performers.
20 credits - Ensemble Performance Skills
-
This module will enable students with appropriate instrumental or vocal skills to develop ensemble playing, and will present students with the opportunity to interact with other musicians in a supervised situation. Ensembles will be formed according to available student resources, and an appropriate wide-ranging repertoire chosen for study. Particular attention will be paid to ensemble considerations, though technical matters and the development of stylistic awareness will also form an important part of the course.
20 credits - Orchestral Technique
-
The course aims to acquaint students with the principal orchestral techniques used by composers from the Classical period to the present, with the historical and stylistic context of those techniques, with the capabilities and limitations of individual orchestral instruments, and with their effect in combination. To promote judgement, facility and notational clarity in orchestration, by means of worked exercises. Passages from orchestral works are studied in detail using score and pre-recorded extracts. Characteristics of the principal orchestral instruments are studied, with explanatory demonstrations by student or staff specialists wherever possible.
20 credits - Sound and Moving Image
-
This module will give students the opportunity to create sound to picture and familiarise themselves with a variety of software. Students will be responsible for the entire project from the ideas stage through the creation of all audio materials. A range of existing movies, visual musical works and relevant literary texts will be studied; students are expected to use these to inform their own work and will be encouraged to explore the audiovisual medium in as many different forms as possible.
20 credits - Music in Renaissance Europe
-
This module will offer an accessible introduction to the sounds, styles and contexts of music in Europe from about 1400 to about 1600. The period encompasses some of the most beautiful vocal music ever written, and some startling innovations in musical style and compositional technique, much of it bankrolled by dastardly Machiavellian princes with dubious political motives. The Renaissance also encompasses seismic technological shifts (e.g. the invention of printing) and ideological battles (e.g. the Reformation) with profound consequences for European musical culture. No previous knowledge of Renaissance music required.
20 credits - Baroque Music
-
This module will give students the opportunity to research vocal and instrumental music dating from ca.1600 to ca.1750, covering context, analysis, editorial techniques, and performance practice. No previous experience of early music is required.
20 credits - Mozart in Vienna, 1781-1791
-
This course examines Mozart's career as performer and composer in Vienna (1781-91), looking at the environments and circumstances in which he worked and the aesthetic contexts in which he thrived. Topics will include: the circumstances that led Mozart to move from Salzburg to Vienna in 1781; his career as a performer; aesthetic, historical and contextual issues in 1780s Vienna; Mozart's instrumental, operatic and sacred works composed in Vienna; Mozart's status as a musical-cultural icon in the nineteenth and twentieth centuries.
20 credits - The Broadway Musical
-
The Broadway musical is often seen as one of America's most original and lasting contributions to music and theatre. This module will examine the development of the musical from Kern's Show Boat to the present day. The course will look at musicals by the Gershwins, Leonard Bernstein, Stephen Sondheim, Rodgers & Hammerstein, Kander & Ebb and more recent shows by creative teams such as Lopez & Marx (Avenue Q). As well as considering the subject matter, lyrics and music of Broadway musicals, the course will also explore the nature of the collaborative process between composer, lyricist, choreographer and book writer.
20 credits - Music and Wellbeing
-
This course will provide students with knowledge of how music interventions are designed and actioned in order to support health and wellbeing challenges. The module will cover four health-related topics; topics will vary in order to reflect the latest research and areas of public interest. Examples of possible topics include dementia, Parkinson¿s disease, aphasia, and autism spectrum. Teaching sessions will feature input from music therapists as well as community care projects. Students will conduct short reflective assignments to consider whether/ how music helps wellbeing outcomes, and will have the opportunity to develop a proposal for their own music-based wellbeing intervention.
20 credits - Music Psychology in Everyday Life
-
The aim of the course is to introduce students to theories, empirical investigations and applications of music psychology relevant to everyday life. As part of the course, students will look into diverse uses of music in different everyday situations including commercial settings, therapeutic and clinical settings and at home, the reasons for the use of music in these situations and possible explanations of music's ability to support social, emotional and therapeutic functions. The course will be delivered through lectures, group discussions, and small research projects.
20 credits - Music Placements
-
The module provides an opportunity for students to examine in depth a working environment of interest to them and to undertake work-related learning in a professional music setting. Students will negotiate their own placement with the support of tutors and will also have access to a directory of local and national organisations that they could approach. Through seminar sessions, students will be supported in preparing for their placement and for module assessments. Through experience of a work environment, students will develop specialist knowledge, reflective skills and a critical awareness of primary research methods.
20 credits - Community, Music and Education
-
This module provides a theoretical and practical introduction to music in education and community settings, and aims to give students an awareness of musical learning in its broadest sense, from the formal classroom setting and instrumental studio to the work done by community support groups and in health care units, to more recreational musical practice in the community. The module will consider the nature of teaching and learning in music, the benefits and challenges of musical participation, and the range of contexts in which music creates and defines communities and identities. Questions of music's place in the curriculum, the relationship between school and home music, and the challenges of providing a vibrant musical education for all people, will be addressed in lectures and discussions. Students will work in mentored groups to investigate and support community music-making or school-based music education in Sheffield, and will be guided in auditing their own skills and employability as deliverers or managers of community music and/or music education. Although the course is by no means a complete training for teaching or community arts work, it will seek to extend students' knowledge and awareness of music and its contribution to education and society, through critical reflection on published research evidence, and through school and community fieldwork visits.
20 credits - Sound Recording Practice
-
Sound Recording Practice examines the fundamental theories of recording. It focuses upon the recording of classical and popular music and provides an opportunity for students to realise their own recordings, overseeing production from an initial planning stage through to the semi-commercial production of Compact Disc. The module also examines the practice of field recordings, location recording and session based recordings, taking into account session management, editing, engineering and directing. The course looks at the science of microphones, mixers, and computer based editors and compares students' practice based examples with the examples from the commercial sector.
20 credits - Traditional Music in the Modern World
-
The module provides an introduction to the study of folk and traditional music, focussing on contemporary folk music cultures of Eurpoe, the British Isles and America. A range of approaches (ethnomusicology; critical and culture theory; political theory) are used to consider the traditional identities these music cultures construct, and how they relate to their modern, economic, political and technological contexts. Past and current definitions of the terms folk music and traditional music are explored, and music cultures are investigated in terms of specific debates and contexts, such as revivalism, nationalism, institutionalisation, competition and education.
20 credits - Topics in Popular Music
-
This module explores in depth, a range of models, case studies and themes for the study of Popular Music. Students are introduced to varying analytical and critical approaches to the study of popular musics in global perspective, with topics including (e.g.): how popular musicians learn; popular music and humour; popular music as world music; reading popular music `texts'; understanding business models; and conducting a popular music ethnography. As well as developing a factual knowledge of the genres covered in the module, students will develop a critical awareness of research methods and discursive themes in the field of popular music studies.
20 credits - World Music Performance
-
On this unit students acquire a practice-based understanding of one world music tradition (selected in advance by the course tutor), improving their musical performance skills and experiencing first-hand the modes of transmission that are part of the tradition. Through performance-based seminars, they learn to play and/or sing in the style offered, backing up that experience with theoretical knowledge derived from ethnomusicological literature. Their learning is also supported by a writing-based project, supported by seminars/tutorials as appropriate, which results in a learning journal, documenting and reflecting on the learning experience.
20 credits
Korean core modules:
- Korean Language 3A (Level 2)
-
This module is focusing on receptive activities and written productive activities in Korean language at lower intermediate level. This module acts as a transition between the teacher-centred learning required for the acquisition of basic language skills, and the autonomous and self-directed learning required to progress at intermediate and advanced levels. Translation and functional reading skills are extended, with texts including annotated topical materials. Techniques for tackling unseen materials are developed and grammar knowledge is consolidated and expanded. Practical knowledge of roughly 150 Chinese characters is introduced. Students develop skills needed to make best use of the Year Abroad programme.
20 credits - Korean Language 4A (Level 2)
-
This module is focusing on receptive and written productive activities in Korean language at mid-intermediate level. This module continues to act as a transition towards the autonomous and self-directed learning required to progress at intermediate and advanced levels. Grammar knowledge is consolidated and expanded and practical knowledge of Hanja is expanded. Further functional reading skills and precise Korean-English translation skills are introduced. The use of written Korean appropriate to a variety of social contexts (i.e. life in Korea) is developed. The target level at the end of the level is roughly equivalent to TOPIK (Test of Proficiency in Korean) L4 or CEFR (Common European Framework of Reference for Languages) B2.
20 credits - Korean Language 3B (Level 2)
-
This module is focusing on interactive activities in Korean language at lower intermediate level. Every week students are made aware of and given the opportunity to practise spoken applications of specific themes, which is shared with the grammar and writing components. Students develop skills needed to make best use of the Year Abroad programme.
10 credits - Korean Language 4B (Level 2)
-
This module is focusing on oral and aural activities in Korean language at intermediate level. Every week students are made aware of and given the opportunity to practise spoken applications of specific themes, which is shared with the grammar and writing components. Students are made aware of and given the opportunity to practice spoken applications of specific situations. The target level at the end of this level is roughly equivalent to TOPIK (Test of Proficiency in Korean) L4 or CEFR (Common European Framework of Reference for Languages) B2.
10 credits
You will spend your third year studying abroad in in Seoul, South Korea at one of our six partner institutions
- Korea Year Abroad
-
This year abroad programme in Korea is designed to equip students with more advanced language skills, as well as to immerse them in Korean culture, enabling them to take part in a range of structured and informal learning experiences to develop their familiarity with the Korean social, cultural and physical environments. On completion of the module they will have acquired facility in operating with confidence with a Korean language environment, and taken part in a range of structured and informal learning experiences to develop their familiarity with the Korean social, cultural and physical environments. Both of these elements are essential for progression to Level 3. Where extenuating circumstances prevent a cohort, or a large portion of a cohort, from completing a complete academic year abroad, the School of East Asian Studies will provide alternative arrangements for students to meet the language learning outcomes.
120 credits
In your third year, you will take 40 core credits of Korean language modules. You can also choose to study our optional Researching Korea modules, the content of which is informed by a specific field of research currently being undertaken by a member of SEAS staff.
For music, you must take at least 20 credits from among the Final Year Project modules. Optionally, you can also take a second Final Year Project module at 20 or 40 credits.
Final Year Projects music modules:
- Prepared Instrumental or Vocal Recital
-
To enable students with advanced practical skills to demonstrate the ability to communicate meaning in music by public performance of a professional standard. The performance should contain works of a contrasting nature, from different historical periods, and will be given in public. Matters concerning the submission of the programme and the choice of accompanists are discussed with tutors.
20 credits - Composition Portfolio
-
Creative Portfolio invites the candidate to collate a diverse body of work, including a number of small and medium-scale projects and two large-scale projects. The total duration should be around 25 - 40 minutes of music/sound, although this will vary depending upon the nature of the project. Total number of projects should not exceed 5. Projects may include musical compositions, works of sonic art, audio-visual pieces, sound installations, web based media/events, live-electronic performances, interactive media, amongst related uses of creative media. The portfolio will be accompanied by a 2,000 word commentary.
60 credits - Dissertation
-
To give students the opportunity to undertake the intensive study of a particular aspect of musical sound/material, behaviour or thinking, from the past or present; to demonstrate their ability to produce a substantial piece of scholarly written work; to enable them to consolidate and develop research techniques and critical skills; and to develop skills in writing and presentation. The dissertation need not involve original research but can be a conflation of existing knowledge. Dissertation topics should enable candidates to demonstrate the ability to place music in its historical and cultural context, and to support their arguments with informative comments based on detailed analysis. The length of the dissertation should be approximately 7,500 words.
20 credits - Special Project
-
This module allows students to negotiate a special project that does not conform to Dissertation, Performance and Composition, with topic agreed with tutors on a case-by-case basis and presentation and assessment criteria derived from the Department's existing criteria for written and creative work. It affords an opportunity for students to work with others outside of their discipline and to communicate their work to non-specialist audiences where appropriate. The student is asked to reflect upon their development as a scholar within an artistic discipline by developing novel work in one of the department's `pathways', and by so doing, enable the creation of a more specific profile in preparation for employment or further study. The module may include a placement activity.
20 credits
Music annual modules (optional):
- Intermediate Performance
-
This module will introduce students to issues and techniques related to performance at an intermediate level. It will act as preparation for advanced performance at Level 3 and builds on the foundation work completed as part of Level 1 performance (MUS110).Students registered for the module will take individual instrumental/vocal lessons, which will run alongside lectures throughout the academic year.The module will be a pre-requisite for MUS334 (Level 3 Extended Recital).
20 credits - Intermediate Composition
-
Students will be guided in the development of an individual composition practice. Emphasis will be on crafting pieces of extended duration and writing skilfully for instrumental and vocal ensembles. Opportunities to compose collaboratively, write for visiting performers, and participate in concerts will be taken. Students will be encouraged to set up independent opportunities for hearing their work played. Some formative analytical work will be set and students will explore relevant repertoire through listening, score study and attendance at concerts. Scores will be produced to a professional standard.
20 credits - Musicology
-
This module introduces the discipline of musicology, outlining its nature, scope and history, and developing research skills and methodologies in three core areas: 1. music analysis; 2. archival research and editorial techniques (i.e. dealing with historical documents relating to music); and 3. `critical musicology', engaging with recent and contemporary debates in the discipline. The module offers a valuable foundation for other modules within the musicology pathway, and also for L3 dissertations addressing musicological topics.
20 credits - Psychology of Music: methods and applications
-
This module lays the foundation for students to be able to research a music psychological topic using psychological research methods and consider its relevance for musical life and the music profession. The module focusses on developing skills in psychological research approaches, through teaching that is problem-based, meaning that students work on research design and data collection methods to tackle an issue or problem that may be encountered in musical contexts. A combination of methods is considered including qualitative and quantitative data collection, reflection, observation and literature research. Included problems may relate to musical development, psychology of performance, and music engagement.
20 credits - Music Promotions
-
This practical module, running across two semesters, provides an introduction to key concepts and methods essential to effective music promotion. Students work in groups to plan and implement a promotion strategy for an event or music product release, applying theoretical principles of music promotion into practice. Supported through weekly lectures and seminars students will:Develop a deeper understanding of the operational elements of a music promotions project.Analyse strategic (including commercial) considerations involved in selecting music for promotion.Identify and apply financial and legal best practice in music promotion.Develop and implement strategies and techniques for publicising and marketing of music through traditional and digital media.Learn how to work more effectively in groups in the context of music promotion.Communicate effectively with external music industry professionals.Use techniques to reflect on their own practice and evaluate their group's effectiveness.
20 credits - Creative Applications of Music Technology
-
Creative Applications of Music Technology focuses upon the creative use of computers to produce sonic art and provides an opportunity for students to realise their own compositions, from initial source recordings, transformation and mixing through to the production of a work. The module creates an interesting synergy between art and science by allowing students to reflect upon basic science behind the processes involved and their implementation within an artistic discourse.
20 credits - Ethnomusicology
-
The module provides an introduction to ethnomusicology, the study of any music in relation to the culture and values of its users. Emphasis is placed on learning ethnomusicological theory and method, with knowledge of particular musical traditions used as case studies to apply these to. As far as possible, students ¿learn by doing¿, gaining direct experience in using ethnomusicological methods such as participant observation, ethnographic interviewing, documenting and recording musical events, and musical transcription and analysis. Assessment is through a sustained individual fieldwork project, with submissions comprising a proposal and ethics application, folio of fieldwork materials, and reflective essay.
20 credits
Music rotational modules (optional):
- Practical Musicianship
-
This module will introduce students to skills and techniques related to practical musicianship. By learning skills such as ensemble direction, improvisation, sight reading, reading in different clefs, transposition at sight and realising a graphic score, students will learn how to become more flexible as performers.
20 credits - Ensemble Performance Skills
-
This module will enable students with appropriate instrumental or vocal skills to develop ensemble playing, and will present students with the opportunity to interact with other musicians in a supervised situation. Ensembles will be formed according to available student resources, and an appropriate wide-ranging repertoire chosen for study. Particular attention will be paid to ensemble considerations, though technical matters and the development of stylistic awareness will also form an important part of the course.
20 credits - Orchestral Technique
-
The course aims to acquaint students with the principal orchestral techniques used by composers from the Classical period to the present, with the historical and stylistic context of those techniques, with the capabilities and limitations of individual orchestral instruments, and with their effect in combination. To promote judgement, facility and notational clarity in orchestration, by means of worked exercises. Passages from orchestral works are studied in detail using score and pre-recorded extracts. Characteristics of the principal orchestral instruments are studied, with explanatory demonstrations by student or staff specialists wherever possible.
20 credits - Sound and Moving Image
-
This module will give students the opportunity to create sound to picture and familiarise themselves with a variety of software. Students will be responsible for the entire project from the ideas stage through the creation of all audio materials. A range of existing movies, visual musical works and relevant literary texts will be studied; students are expected to use these to inform their own work and will be encouraged to explore the audiovisual medium in as many different forms as possible.
20 credits - Music in Renaissance Europe
-
This module will offer an accessible introduction to the sounds, styles and contexts of music in Europe from about 1400 to about 1600. The period encompasses some of the most beautiful vocal music ever written, and some startling innovations in musical style and compositional technique, much of it bankrolled by dastardly Machiavellian princes with dubious political motives. The Renaissance also encompasses seismic technological shifts (e.g. the invention of printing) and ideological battles (e.g. the Reformation) with profound consequences for European musical culture. No previous knowledge of Renaissance music required.
20 credits - Baroque Music
-
This module will give students the opportunity to research vocal and instrumental music dating from ca.1600 to ca.1750, covering context, analysis, editorial techniques, and performance practice. No previous experience of early music is required.
20 credits - Mozart in Vienna, 1781-1791
-
This course examines Mozart's career as performer and composer in Vienna (1781-91), looking at the environments and circumstances in which he worked and the aesthetic contexts in which he thrived. Topics will include: the circumstances that led Mozart to move from Salzburg to Vienna in 1781; his career as a performer; aesthetic, historical and contextual issues in 1780s Vienna; Mozart's instrumental, operatic and sacred works composed in Vienna; Mozart's status as a musical-cultural icon in the nineteenth and twentieth centuries.
20 credits - The Broadway Musical
-
The Broadway musical is often seen as one of America's most original and lasting contributions to music and theatre. This module will examine the development of the musical from Kern's Show Boat to the present day. The course will look at musicals by the Gershwins, Leonard Bernstein, Stephen Sondheim, Rodgers & Hammerstein, Kander & Ebb and more recent shows by creative teams such as Lopez & Marx (Avenue Q). As well as considering the subject matter, lyrics and music of Broadway musicals, the course will also explore the nature of the collaborative process between composer, lyricist, choreographer and book writer.
20 credits - Music and Wellbeing
-
This course will provide students with knowledge of how music interventions are designed and actioned in order to support health and wellbeing challenges. The module will cover four health-related topics; topics will vary in order to reflect the latest research and areas of public interest. Examples of possible topics include dementia, Parkinson¿s disease, aphasia, and autism spectrum. Teaching sessions will feature input from music therapists as well as community care projects. Students will conduct short reflective assignments to consider whether/ how music helps wellbeing outcomes, and will have the opportunity to develop a proposal for their own music-based wellbeing intervention.
20 credits - Music Psychology in Everyday Life
-
The aim of the course is to introduce students to theories, empirical investigations and applications of music psychology relevant to everyday life. As part of the course, students will look into diverse uses of music in different everyday situations including commercial settings, therapeutic and clinical settings and at home, the reasons for the use of music in these situations and possible explanations of music's ability to support social, emotional and therapeutic functions. The course will be delivered through lectures, group discussions, and small research projects.
20 credits - Music Placements
-
The module provides an opportunity for students to examine in depth a working environment of interest to them and to undertake work-related learning in a professional music setting. Students will negotiate their own placement with the support of tutors and will also have access to a directory of local and national organisations that they could approach. Through seminar sessions, students will be supported in preparing for their placement and for module assessments. Through experience of a work environment, students will develop specialist knowledge, reflective skills and a critical awareness of primary research methods.
20 credits - Community, Music and Education
-
This module provides a theoretical and practical introduction to music in education and community settings, and aims to give students an awareness of musical learning in its broadest sense, from the formal classroom setting and instrumental studio to the work done by community support groups and in health care units, to more recreational musical practice in the community. The module will consider the nature of teaching and learning in music, the benefits and challenges of musical participation, and the range of contexts in which music creates and defines communities and identities. Questions of music's place in the curriculum, the relationship between school and home music, and the challenges of providing a vibrant musical education for all people, will be addressed in lectures and discussions. Students will work in mentored groups to investigate and support community music-making or school-based music education in Sheffield, and will be guided in auditing their own skills and employability as deliverers or managers of community music and/or music education. Although the course is by no means a complete training for teaching or community arts work, it will seek to extend students' knowledge and awareness of music and its contribution to education and society, through critical reflection on published research evidence, and through school and community fieldwork visits.
20 credits - Sound Recording Practice
-
Sound Recording Practice examines the fundamental theories of recording. It focuses upon the recording of classical and popular music and provides an opportunity for students to realise their own recordings, overseeing production from an initial planning stage through to the semi-commercial production of Compact Disc. The module also examines the practice of field recordings, location recording and session based recordings, taking into account session management, editing, engineering and directing. The course looks at the science of microphones, mixers, and computer based editors and compares students' practice based examples with the examples from the commercial sector.
20 credits - Traditional Music in the Modern World
-
The module provides an introduction to the study of folk and traditional music, focussing on contemporary folk music cultures of Eurpoe, the British Isles and America. A range of approaches (ethnomusicology; critical and culture theory; political theory) are used to consider the traditional identities these music cultures construct, and how they relate to their modern, economic, political and technological contexts. Past and current definitions of the terms folk music and traditional music are explored, and music cultures are investigated in terms of specific debates and contexts, such as revivalism, nationalism, institutionalisation, competition and education.
20 credits - Topics in Popular Music
-
This module explores in depth, a range of models, case studies and themes for the study of Popular Music. Students are introduced to varying analytical and critical approaches to the study of popular musics in global perspective, with topics including (e.g.): how popular musicians learn; popular music and humour; popular music as world music; reading popular music `texts'; understanding business models; and conducting a popular music ethnography. As well as developing a factual knowledge of the genres covered in the module, students will develop a critical awareness of research methods and discursive themes in the field of popular music studies.
20 credits - World Music Performance
-
On this unit students acquire a practice-based understanding of one world music tradition (selected in advance by the course tutor), improving their musical performance skills and experiencing first-hand the modes of transmission that are part of the tradition. Through performance-based seminars, they learn to play and/or sing in the style offered, backing up that experience with theoretical knowledge derived from ethnomusicological literature. Their learning is also supported by a writing-based project, supported by seminars/tutorials as appropriate, which results in a learning journal, documenting and reflecting on the learning experience.
20 credits
Korean core modules:
- Korean Language 5
-
This module is focusing on receptive activities and written productive activities in Korean language at the intermediate high level consolidating the knowledge learned during Korea Year Abroad. This module acts as a transition between the teacher-centred learning required for the acquisition of basic and intermediate language skills, and the autonomous and self-directed learning required at high advanced levels. Translation and functional reading skills are extended, with texts including annotated topical materials. Techniques for tackling unseen materials are developed and advanced grammar is consolidated and expanded. Practical knowledge of roughly 250 Chinese characters is introduced. The target level at the end of this level is roughly equivalent to TOPIK (Test of Proficiency in Korean) intermediate high level/L4 or CEFR (Common European Framework of Reference for Languages) B2.
20 credits - Korean Language 6
-
This module builds on skills acquired in Korean Language 5. It is divided into four sections, each one focussing on a key linguistic skill which is demanded of adult foreign users of the language. These skills are: translation into English; summarisation of information bearing texts; writing in Korean ¿ with a focus on short reports and the interpretation of data; and speaking, with a focus on group and individual presentations. Group work, with students determining their own materials for study, is a key element of the module, enabling students to develop as independent learners. The target level at the end of this level is roughly equivalent to TOPIK (Test of Proficiency in Korean) advanced high level/L6 or CEFR (Common European Framework of Reference for Languages) C1+.
20 credits
Optional Korean modules:
- Researching Korea 1
-
This unit explores some of the key debates and latest empirical developments in a specific field of research currently undertaken by a member of SEAS staff in Korean Studies. It enables students to understand how research questions are formulated and answered by exploring the member of staff's disciplinary focus, the range of theoretical approaches employed, and the various methodologies available in researching this field.
20 credits - Researching Korea 2
-
This unit explores some of the key debates and latest empirical developments in a specific field of research currently undertaken by a member of SEAS staff in Korean Studies. It enables students to understand how research questions are formulated and answered by exploring the member of staff's disciplinary focus, the range of theoretical approaches employed, and the various methodologies available in researching this field.
20 credits
The content of our courses is reviewed annually to make sure it's up-to-date and relevant. Individual modules are occasionally updated or withdrawn. This is in response to discoveries through our world-leading research; funding changes; professional accreditation requirements; student or employer feedback; outcomes of reviews; and variations in staff or student numbers. In the event of any change we'll consult and inform students in good time and take reasonable steps to minimise disruption. We are no longer offering unrestricted module choice. If your course included unrestricted modules, your department will provide a list of modules from their own and other subject areas that you can choose from.
Learning and assessment
Learning
You'll learn through a combination of lectures, seminars, interactive classes and tutorials, and you'll be expected to carry out independent study, assignments and instrument practice.
On the Korean side of your degree, you will be taught by native speakers in Korean in regular small group classes using custom made course material.
You'll be taught by world-leading experts in both departments.
Our staff research directly informs the content of our degrees and we bring our expertise and ideas into all our teaching, so you’ll benefit from being introduced to the latest discoveries at the forefront of musical research.
The School of East Asian Studies has over 50 years’ experience of researching contemporary East Asia and pioneering new methods for teaching East Asian Languages. SEAS staff, many of whom are fluent in at least one East Asian language, are internationally-renowned specialists in East Asia, and bring expertise in various fields such as history, culture and politics.
Assessment
A few music modules include formal exams but the majority of assessment for the music side of your degree is through coursework (for example essays, journals, compositions, recordings, group projects) and assessed performances.
Programme specification
This tells you the aims and learning outcomes of this course and how these will be achieved and assessed.
Entry requirements
With Access Sheffield, you could qualify for additional consideration or an alternative offer - find out if you're eligible
The A Level entry requirements for this course are:
ABB; BBB
ABB, including Music and/or Music Technology; or BBB + Grade 8 in either Practical (ABRSM/Trinity/Rockschool or equivalent) or Performance (ABRSM/ARSM) + Grade 5 theory (ABRSM/Trinity)
The A Level entry requirements for this course are:
BBB
including Music and/or Music Technology
A Levels + additional qualifications | BBB, including Music and/or Music Technology + B in a relevant EPQ BBB, including Music and/or Music Technology + B in a relevant EPQ or BBB + Grade 8 Practical (ABRSM/Trinity/Rockschool) + Grade 5 Theory (AMRSM/Trinity)
International Baccalaureate | 33, 5 in Higher Level Music; or 32 + Grade 8 in either Practical (ABRSM/Trinity/Rockschool or equivalent) or Performance (ABRSM/ARSM) + Grade 5 theory (ABRSM/Trinity) 32, 5 in Higher Level Music
BTEC | DDD in Music DDD in Music
Scottish Highers | AABBB + Grade 8 in either Practical (ABRSM/Trinity/Rockschool or equivalent) or Performance (ABRSM/ARSM) + Grade 5 theory (ABRSM/Trinity) AABBB, including Music, or Grade 8 Practical (ABRSM/Trinity/Rockschool or equivalent) + Grade 5 theory (ABRSM/Trinity)
Scottish Highers + 1 Advanced Higher | AABBB + B, including Music ABBBB + B, including Music
Welsh Baccalaureate + 2 A Levels | B + AB, including Music; or B + BB + Grade 8 in either Practical (ABRSM/Trinity/Rockschool or equivalent) or Performance (ABRSM/ARSM) + Grade 5 theory (ABRSM/Trinity) B + BB, including Music
Access to HE Diploma | 60 credits overall in Music, with Distinctions in 30 Level 3 credits and Merits in 15 Level 3 credits 60 credits overall in Music, with Distinctions in 24 Level 3 credits and Merits in 21 Level 3 credits
Mature students - explore other routes for mature students
You must demonstrate that your English is good enough for you to successfully complete your course. For this course we require: GCSE English Language at grade 4/C; IELTS grade of 6.5 with a minimum of 6.0 in each component; or an alternative acceptable English language qualification
We also accept a range of other UK qualifications and other EU/international qualifications.
If you have any questions about entry requirements, please contact the department.
Department of Music
Our departmental ethos combines high achievement with a sense of community and a shared passion for music. Our internationally recognised research informs our high-quality teaching and our student experience is second to none.
Sheffield is celebrated as one of the UK's leading music cities, with dozens of major venues from the City Hall and Crucible to the Leadmill and the Foundry, covering all music genres. This brings with it a host of opportunities for our students to get involved in professional music-making of the highest quality.
Department of Music students study at the heart of the campus in our Jessop Building, Soundhouse and performance facilities which are specially designed for cutting-edge research and teaching.
Facilities
Specially designed for music study, our £8.5m facilities provide the ideal environment for our diverse and cutting-edge teaching and research.
The Jessop Building houses study and rehearsal rooms, with dedicated specialist spaces including our historical instruments collection, ethnomusicology space and collection, music psychology lab and music technology lab.
The Soundhouse is our purpose-built facility for instrumental lessons, practice, small-scale rehearsals and sound recording, and houses the internationally-renowned University of Sheffield Sound Studios for recording and electroacoustic composition.
The University of Sheffield is also home to a suite of performance venues, including the intimate theatre-style Drama Studio, where we host our third year performance recitals, and the beautiful 380-seater Firth Hall, set in the stunning Edwardian Grade II listed Firth Court and home to the University’s multi-genre Concert Series.
Department of MusicSchool of East Asian Studies
Our courses are designed to immerse you in the languages and cultures of East Asian countries. You will be taught by native speakers in Chinese, Japanese and Korean in regular small group classes using custom made course material. To enhance your learning, we also have a modern virtual language lab, which enables you to learn using visual and audio aids.
Our courses are based on world-leading research and taught by experts whose work influences policy and informs public debate. Most of our staff publish in their specialist field and many of them have written books for major publishers such as Oxford University Press, Routledge and Macmillan.
Take one of our Chinese, Japanese or Korean studies degrees and spend a year studying at a leading university in your chosen country. Our partners are Nanjing University in China, six high ranking universities in South Korea including Yonsei University in Seoul and more than 25 Japanese universities including Tokyo, Kyoto and Waseda University.
The School of East Asian Studies is located in the Jessop West building, right in the heart of campus and close to the Sheffield University tram stop. You will visit the department to meet with your tutors and gain any support you need. Your lectures, seminars and language classes will take place in various locations across the University of Sheffield campus.
Facilities
To enhance your learning, the School of East Asian Studies has a modern virtual language lab, which enables you to learn using visual and audio aids.
School of East Asian StudiesWhy choose Sheffield?
The University of Sheffield
A Top 100 university 2021
QS World University Rankings
Top 10% of all UK universities
Research Excellence Framework 2014
No 1 Students' Union in the UK
Whatuni Student Choice Awards 2019, 2018, 2017
Department of Music
Research Excellence Framework 2014
National Student Survey 2020
UK UG, 2015-2017 Higher Education Survey
The University of Sheffield is to become and All-Steinway School from March 2021
School of East Asian Studies
National Student Survey 2020
Graduate careers
Department of Music
The musical excellence and academic aptitude you develop on your course will make you highly valued by employers, whatever your chosen career path after university. You'll also develop valuable transferable skills such as time management, critical thinking and interpersonal communication.
There are lots of opportunities to get work experience. Hands-on projects are integrated into several academic modules and every year our Concerts team provides internships while the Careers Service can help you find placements. You can lead a music project or workshop in a local school through our student-led volunteering organisation Music in the City. All of these experiences will help you build a compelling CV.
Our graduates work with prestigious orchestras and music institutions within the UK and globally, in roles ranging from performing and conducting to administration and education. Sheffield music graduates have also forged successful careers in other fields, from audio programming to marketing and management.
Graduate job roles include: artist management, audio programming, composition, concerts coordination, instrument repair, marketing and communications, music research, music promotion, music therapy, orchestral management, professional performance, publishing, sound engineering, teaching.
School of East Asian Studies
Studying China, Japan or Korea prepares you for a career in the world's most dynamic region. There are also many opportunities across Europe for people with skills in Asian languages and cultures.
Our graduates work in government and diplomacy, media and the arts, non-government organisations and international business - in professions as diverse as management consultancy, accountancy, marketing, research, language teaching and translation.
Placements and study abraod
You will spend the third year of your degree studying in Seoul, South Korea at one of our six partner institutions, including Yonsei University and Sungkyunkwan University.
All of our partner universities in Seoul are high-quality institutions which will provide you with the same, high level of teaching and support that is available in Sheffield. During your year in Korea you'll immerse yourself in this fascinating country.
You'll continue to take intensive Korean language courses as well as choosing from a range of other modules. Work experience There are lots of opportunities to get work experience. Hands-on projects are integrated into several academic modules and every year our University Concerts team provides internships.
Alternatively, you can lead a music project or workshop through our student-led volunteering organisation Music in the City. All of these experiences will help you build a compelling CV.
Fees and funding
Fees
Additional costs
The annual fee for your course includes a number of items in addition to your tuition. If an item or activity is classed as a compulsory element for your course, it will normally be included in your tuition fee. There are also other costs which you may need to consider.
Funding your study
Depending on your circumstances, you may qualify for a bursary, scholarship or loan to help fund your study and enhance your learning experience.
Use our Student Funding Calculator to work out what you’re eligible for.
Additional funding
The Department of Music offers a number of scholarships. These include choral, organ and conducting scholarships. Our Mary Lill Scholarships provide financial support for students from widening participation or low income backgrounds. Both single honours BMus students and dual honours students with music are eligible to apply.
Visit us
University open days
There are four open days every year, usually in June, July, September and October. You can talk to staff and students, tour the campus and see inside the accommodation.
Taster days
At various times in the year we run online taster sessions to help Year 12 students experience what it is like to study at the University of Sheffield.
Applicant days
If you've received an offer to study with us, we'll invite you to one of our applicant days, which take place between November and April. These applicant days have a strong department focus and give you the chance to really explore student life here, even if you've visited us before.
Campus tours
Campus tours run regularly throughout the year, at 1pm every Monday, Wednesday and Friday.
Apply for this course
Make sure you've done everything you need to do before you apply.
How to apply When you're ready to apply, see the UCAS website:
www.ucas.com
The awarding body for this course is the University of Sheffield.