Degree Programme in Music: Säveltäjä (2017 alkava)
Code: 17MU
- Degree title
- Bachelor of Culture and Arts
- Credits
- 240 ects
- Duration
- 4 years (240 cr)
- Start semester
- Autumn 2017
Description
The Degree Programme in Music leads to a University of Applied Sciences degree in the field of culture and arts. The graduate will receive the title of Bachelor of Music (UAS) or Bachelor of Music Pedagogy (UAS), depending on the particular programme. The scope of the degree programme is 240 ECTS credit points. The programme takes 4 years to complete.
KNOWLEDGE AND COMPETENCES OBTAINED
The main focus of the programme lies on the classical music of the western world. However, popular music is also covered, as some students will be entering careers requiring knowledge of a wide range of musical genres.
The key artistic competence gained from this programme is musical expression, which includes playing a musical instrument, performing in ensembles, composing, music theory, and the history of music. In addition to these key competences, the degree programme in Music produces skills in pedagogy, music technology, church music, theatre music, and music drama.
Other areas covered are music pedagogy, musicians' physical and psychological well-being, learning skills, communication skills, entrepreneurship for professional musicians, skills in working with others, innovation skills, international competence, and ethics.
Students will develop their skills from year to year according to the following scheme:
Year 1: Basic studies; orientation to professional studies
Year 2: Establishing the foundations of professional competence
Year 3: Developing a professional profile; advanced studies
Year 4: Establishing an individual professional identity and ability to research and further develop professional skills
STUDY PATHS, CORE SUBJECTS, AND CAREER OPPORTUNITIES
Bachelor of Music Pedagogy (UAS)
The degree programme leading to a Bachelor of Music Pedagogy (UAS) comprises one study option: Music Pedagogy.
The Music Pedagogy study path includes 60 cr of pedagogical studies. This part of the programme is implemented in co-operation with TAMK School of Vocational Teacher Education (TAOKK) and provides the graduate with the basic qualification required in working as a vocational teacher and music educator.
Music Pedagogy study path
Graduates can work with learners of all ages as teachers, trainers and facilitators in institutions providing basic education in music, such as music and art institutes and colleges of art and culture. A graduate may also work in the general education sector, the vocational secondary education sector, the non-vocational adult education sector, or as a self-employed entrepreneur.
Music Pedagogy graduates typically work as conductors of choirs, or as teachers of singing, playing a musical instrument, or music theory. Students usually specialise in one of these areas, but those specialising in the pedogogy of music theory can choose to include teaching an instrument in their personal study programme. The Music Pedagogy study path also prepares students to work as professional musicians in a wide range of roles.
Core study modules for the Music Pedagogy study path cover pedagogical skills, skills in playing a musical instrument, conducting a choir, music theory, and history of music. The pedagogical studies cover both general principles of learning and the application of these principles to the specific subject area concerned, through, for example, a period of teaching practice.
Bachelor of Music (UAS)
The degree programme leading to a Bachelor of Music (UAS) is divided into four study paths: music performance, composing, and theatre music and music drama. Students select one of these paths at the beginning of their studies.
Music Performance study path
Graduates of the Music Performance study option become solo performers or members of orchestras, bands, choirs or other musical ensembles. They are also capable of contributing to the development of their professional field. To succeed in such tasks, they need a strong mastery of their chosen instrument(s), ability to work in different ensembles in a variety of arrangements and roles, a good knowledge of musical styles, interpretation skills, and the capacity to work independently.
Core modules for the Music Performance study path cover instrumental studies, acting as accompanist and corrépétiteur, playing in an orchestra or chamber music ensemble, music theory and history of music. Where the instrumental studies are concerned, students specialise in an orchestral instrument, piano or singing. Participating in concerts and productions is an important part of the learning process.
The Composing study path
Graduates of the Composing study path have achieved such a practical command of musical composition and expertise in music that they can work in positions requiring specialised knowledge of composing or become self-employed composers. In addition to composing skills, a professional composer needs other expertise as well, including a deep-in knowledge and understanding of music and music theory, the ability to perceive music aurally and visually, together with practical skills as a musician.
Theatre Music and Music Drama study path
Graduates of the Theatre Music and Music Drama study path typically work in a theatre, musical productions, orchestras or bands, or embark on solo careers. They can also work in various capacities towards developing their professional field. Where professional skills are concerned, this study option focuses on musical skills, and - depending on the student’s main instrument – on acting dance, composing, arranging, conducting, music technology, music production, free accompaniment, and playing in a group or band. The compulsory period of practical training and some of the teaching take place in professional theatres. Participating in theatrical productions is an important part of the learning process.
The versatile structure of the Degree Programme in Music allows students to build up a personal study plan which combines studies from different options. Students can thus extend their skills and create an individual professional profile according to their own areas of interest. A minimum of 10 credits of professional studies will be selected from the range of core studies, but the number of credit points varies between the different modules. Students can even choose to include in their personal study plans courses from other degree programmes at TAMK and at other universities.
Project work is also incorporated into the study modules, thus facilitating the integration of research, development and innovation into the curriculum. The TAMK School of Music also hosts the international Piano Pedagogy Laboratory, which is a special learning environment focusing on teaching, internationalisation, and research, development and innovation activities. Close links with working life, co-operation with TAMK’s study programmes in the fields of art and media, together with active international contacts make the Degree Programme in Music extremely diverse.
EDUCATIONAL VALUES
We value:
Musical, pedagogical and cultural expertise
On-going development of professional expertise and working life through artistic activities and applied research
A dynamic approach to the constant changes in working life
Professional growth based on a blend of individualism and community spirit
An international and intercultural outlook
THE STRUCTURE OF THE DEGREE PROGRAMME
Core studies and professional studies 180 cr
Practical training 30 cr
Elective studies 15 cr
Bachelor´s thesis 15 cr
In total 240 cr
TEACHING METHODS
The teaching methodology of the Degree Programme in Music emphasises practical work and individual cultivation of professional skills based on solid theoretical knowledge. Some courses are taught on a one-to-one basis and others are group-based. The group-based methodology takes different forms: working in small groups, lecture-style teaching for large groups, and learning by performing in musical ensembles of different kinds, from trios to symphony orchestras.
Cultivating musical skills calls for long-term application on the part of the student. Teaching must therefore be arranged at regular, widely spaced intervals, in order to allow sufficient time for the independent practice necessary for the skills to develop. Studies of this nature are built up from a number of themes, each lasting several years. These studies are organised in periods of one academic year. There is also a place in the programme for topics suitable for intensive study over a short time; studies of this kind are run within single study periods. In addition, students participate in productions and projects, and undertake periods of practical training; these activities involve active engagement with working life and are an essential part of the learning process. Students also undertake project studies with a total credit value of 30 cr; these studies are incorporated into the student’s study schedule alongside other on-going studies at different times throughout the programme.
Curriculum development and working life cooperation
The curriculum for the Degree Programme in Music follows the National Qualifications Framework (NQF) and the European Qualifications Framework (EQF) for university degrees, level 6.
The TAMK programme of Music and Tampere Conservatoire together form the Tampere Music Academy. Under the name of Tampere Music Academy, productions and concerts are put on, and co-operation is developed at both national and international level. The Tampere Music Academy has an advisory board whose function is to act as a bridge between the Academy and the professional music world.
The curriculum development process has taken into account input from representatives of working life and from current TAMK students.
This curriculum includes following specialisations:
This curriculum includes following attachments:
Select timing, structure or classification view
Show study timings by academic year, semester or period
| Code | Name | Credits (cr) | 2017-2018 | 2018-2019 | 2019-2020 | 2020-2021 | Autumn 2017 | Spring 2018 | Autumn 2018 | Spring 2019 | Autumn 2019 | Spring 2020 | Autumn 2020 | Spring 2021 | 1. / 2017 | 2. / 2017 | 3. / 2018 | 4. / 2018 | 1. / 2018 | 2. / 2018 | 3. / 2019 | 4. / 2019 | 1. / 2019 | 2. / 2019 | 3. / 2020 | 4. / 2020 | 1. / 2020 | 2. / 2020 | 3. / 2021 | 4. / 2021 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 17MU-1000 |
Instrument Skills
(Choose all ) |
32 | ||||||||||||||||||||||||||||
| 2X00DA10 | Main Instrument C1 | 8 | 8 | 4 | 4 | 2 | 2 | 2 | 2 | |||||||||||||||||||||
| 2X00DA11 | Main Instrument C2 | 8 | 8 | 4 | 4 | 2 | 2 | 2 | 2 | |||||||||||||||||||||
| 2X00CY03 | Main Instrument C3 | 8 | 8 | 4 | 4 | 2 | 2 | 2 | 2 | |||||||||||||||||||||
| 2X00CF67 | Recital C | 8 | 8 | 4 | 4 | 2 | 2 | 2 | 2 | |||||||||||||||||||||
| 17MU-1003 |
Music Theory, History and Technology
(Choose all ) |
31 | ||||||||||||||||||||||||||||
| 2X00CF44 | Aural Perception 1 | 3 | 3 | 1.5 | 1.5 | 0.8 | 0.8 | 0.8 | 0.8 | |||||||||||||||||||||
| 2X00CF49 | Aural Perception 2 | 3 | 3 | 1.5 | 1.5 | 0.8 | 0.8 | 0.8 | 0.8 | |||||||||||||||||||||
| 2X00CY06 | Music Theory and Harmony | 3 | 3 | 1.5 | 1.5 | 0.8 | 0.8 | 0.8 | 0.8 | |||||||||||||||||||||
| 2X00CY05 | Basics of Music Analysis | 3 | 3 | 1.5 | 1.5 | 0.8 | 0.8 | 0.8 | 0.8 | |||||||||||||||||||||
| 2X00CY07 | Music Analysis | 3 | 3 | 1.5 | 1.5 | 0.8 | 0.8 | 0.8 | 0.8 | |||||||||||||||||||||
| 2X00DC68 | Music History 1 | 3 | 3 | 1.5 | 1.5 | 0.8 | 0.8 | 0.8 | 0.8 | |||||||||||||||||||||
| 2X00DC69 | Music History 2 | 3 | 3 | 1.5 | 1.5 | 0.8 | 0.8 | 0.8 | 0.8 | |||||||||||||||||||||
| 2X00CF57 | Music History, Advanced 1 | 2 | 2 | 1 | 1 | 0.5 | 0.5 | 0.5 | 0.5 | |||||||||||||||||||||
| 2X00CF52 | Arrangement and Basics of Instrumentation | 3 | 3 | 1.5 | 1.5 | 0.8 | 0.8 | 0.8 | 0.8 | |||||||||||||||||||||
| 2X00CF48 | Information Technology | 2 | 2 | 1 | 1 | 0.5 | 0.5 | 0.5 | 0.5 | |||||||||||||||||||||
| 2X00CF53 | Information Technology of Music | 3 | 3 | 1.5 | 1.5 | 0.8 | 0.8 | 0.8 | 0.8 | |||||||||||||||||||||
| 17MU-1004 |
Music Theory, History and Technology
(Choose all ) |
5 | ||||||||||||||||||||||||||||
| 2X00DA14 | Aural Perception 3 | 3 | 3 | 1.5 | 1.5 | 0.8 | 0.8 | 0.8 | 0.8 | |||||||||||||||||||||
| 2X00DA15 | Knowledge of Repertoire | 2 | 2 | 1 | 1 | 0.5 | 0.5 | 0.5 | 0.5 | |||||||||||||||||||||
| 17MU-1007 |
Communication Skills, Entrepreneurship and Wellbeing
(Choose all ) |
17 | ||||||||||||||||||||||||||||
| 2X00CY08 | Orientation to Studies, Mental Training and Ergonomics | 3 | 3 | 1.5 | 1.5 | 0.8 | 0.8 | 0.8 | 0.8 | |||||||||||||||||||||
| 2X00CY10 | Ergonomics and Mental Training in Music | 2 | 2 | 1 | 1 | 0.5 | 0.5 | 0.5 | 0.5 | |||||||||||||||||||||
| VENGLANTI-8 | English, Starting Level | 0 | ||||||||||||||||||||||||||||
| VRUOTSI-8 | Swedish, Starting Level | 0 | ||||||||||||||||||||||||||||
| 2X00CF60 | English for Music Professionals | 3 | 3 | 1.5 | 1.5 | 0.8 | 0.8 | 0.8 | 0.8 | |||||||||||||||||||||
| 2X00CF61 | Yrkessvenska för musikbranchen | 3 | 3 | 1.5 | 1.5 | 0.8 | 0.8 | 0.8 | 0.8 | |||||||||||||||||||||
| 2X00CU51 | Yrkessvenska för musikbranchen, skriftlig färdighet | 0 | ||||||||||||||||||||||||||||
| 2X00CU52 | Yrkessvenska för musikbranchen, muntlig färdighet | 0 | ||||||||||||||||||||||||||||
| 2X00CF62 | Information Acquisition and Writing Skills | 3 | 3 | 1.5 | 1.5 | 0.8 | 0.8 | 0.8 | 0.8 | |||||||||||||||||||||
| 2X00CY11 | Social Media | 3 | 3 | 1.5 | 1.5 | 0.8 | 0.8 | 0.8 | 0.8 | |||||||||||||||||||||
| 17MU-1013 |
Instrument Skills, Advanced
(Choose all ) |
32 | ||||||||||||||||||||||||||||
| 2X00DA16 | Main Instrument B1 | 8 | ||||||||||||||||||||||||||||
| 2X00DA17 | Main Instrument B2 | 8 | ||||||||||||||||||||||||||||
| 2X00DA18 | Main Instrument B3 | 8 | ||||||||||||||||||||||||||||
| 2X00CF70 | Recital B | 8 | ||||||||||||||||||||||||||||
| 17MU-1023 |
Music Performance, Advanced Skills
(Choose ects: 40 ) |
40 | ||||||||||||||||||||||||||||
| 2X00CG45 | Orchestral Repertoire 1 | 3 | ||||||||||||||||||||||||||||
| 2X00CG46 | Orchestral Repertoire 2 | 3 | ||||||||||||||||||||||||||||
| 2X00CG47 | Orchestral Repertoire 3 | 3 | ||||||||||||||||||||||||||||
| 2X00CG48 | Orchestral Repertoire 4 | 3 | ||||||||||||||||||||||||||||
| 2X00CI97 | Ensemble and Productions | 7 | ||||||||||||||||||||||||||||
| 2X00CI98 | Ensemble | 7 | ||||||||||||||||||||||||||||
| 2X00CI99 | Ensemble 3 | 7 - 10 | ||||||||||||||||||||||||||||
| 2X00CJ00 | Ensemble 4 | 7 - 10 | ||||||||||||||||||||||||||||
| 2X00CJ13 | Phonetics of Foreign Languages 1 | 3 | ||||||||||||||||||||||||||||
| 2X00CJ14 | Phonetics of Foreign Languages 2 | 3 | ||||||||||||||||||||||||||||
| 2X00DD69 | Practical Accompaniment 1 | 5 | ||||||||||||||||||||||||||||
| 2X00DD70 | Practical Accompaniment 2 | 5 | ||||||||||||||||||||||||||||
| 2X00DD71 | Correpetition 1 | 5 | ||||||||||||||||||||||||||||
| 2X00DD72 | Correpetition 2 | 5 | ||||||||||||||||||||||||||||
| 2X00CJ04 | Keyboard Harmony 1 | 5 | ||||||||||||||||||||||||||||
| 2X00CJ07 | Keyboard Harmony 2A | 5 | ||||||||||||||||||||||||||||
| 2X00CJ10 | Keyboard Harmony 2B | 5 | ||||||||||||||||||||||||||||
| 2X00CJ12 | Keyboard Harmony 3 | 5 | ||||||||||||||||||||||||||||
| 17MU-1022 |
Actor´s Work and Music Theatre
(Choose all ) |
57 | ||||||||||||||||||||||||||||
| 2X00CY21 | Actor's Work and Music Theatre 1 | 6 | ||||||||||||||||||||||||||||
| 2X00CY23 | Actor's Work 2 | 6 | ||||||||||||||||||||||||||||
| 2X00CY25 | Actor's Work 3 | 6 | ||||||||||||||||||||||||||||
| 2X00CY27 | Actor's Work 4 | 10 | ||||||||||||||||||||||||||||
| 2X00CY29 | Dance 1 | 6 | ||||||||||||||||||||||||||||
| 2X00CY31 | Dance 2 | 6 | ||||||||||||||||||||||||||||
| 2X00CY33 | Dance 3 | 6 | ||||||||||||||||||||||||||||
| 2X00CY35 | Dance 4 | 4 | ||||||||||||||||||||||||||||
| 2X00DD80 | Accompaniment Instrument as a Tool of Musician | 4 | ||||||||||||||||||||||||||||
| 2X00CH87 | Pop and Jazz Theory and Aural Perception | 3 | ||||||||||||||||||||||||||||
| 17MU-1021 |
Composing
(Choose all ) |
84 | ||||||||||||||||||||||||||||
| 2X00DD73 | Composing C1 | 11 | 11 | 5.5 | 5.5 | 2.8 | 2.8 | 2.8 | 2.8 | |||||||||||||||||||||
| 2X00DD74 | Composing C2 | 11 | 11 | 5.5 | 5.5 | 2.8 | 2.8 | 2.8 | 2.8 | |||||||||||||||||||||
| 2X00DD75 | Composing B1 | 11 | 11 | 5.5 | 5.5 | 2.8 | 2.8 | 2.8 | 2.8 | |||||||||||||||||||||
| 2X00DD76 | Composing B2 | 12 | 12 | 6 | 6 | 3 | 3 | 3 | 3 | |||||||||||||||||||||
| 2X00CH93 | Counterpoint | 3 | 3 | 1.5 | 1.5 | 0.8 | 0.8 | 0.8 | 0.8 | |||||||||||||||||||||
| 2X00DD61 | Tonal Compositional Techniques 1 | 6 | 6 | 3 | 3 | 1.5 | 1.5 | 1.5 | 1.5 | |||||||||||||||||||||
| 2X00DD77 | Tonal Compositional Techniques 2B | 6 | 6 | 3 | 3 | 1.5 | 1.5 | 1.5 | 1.5 | |||||||||||||||||||||
| 2X00DD78 | Composing Techniques of New Music | 6 | 6 | 3 | 3 | 1.5 | 1.5 | 1.5 | 1.5 | |||||||||||||||||||||
| 2X00CH95 | Orchestration | 4 | 4 | 2 | 2 | 1 | 1 | 1 | 1 | |||||||||||||||||||||
| 2X00CH85 | Aural Perception 4 | 4 | 4 | 2 | 2 | 1 | 1 | 1 | 1 | |||||||||||||||||||||
| 2X00CH84 | Music Analysis, Advanced | 4 | 4 | 2 | 2 | 1 | 1 | 1 | 1 | |||||||||||||||||||||
| 2X00CF58 | Music History, Advanced 2 | 2 | 2 | 1 | 1 | 0.5 | 0.5 | 0.5 | 0.5 | |||||||||||||||||||||
| 2X00DD80 | Accompaniment Instrument as a Tool of Musician | 4 | 5 | 2.5 | 2.5 | 1.3 | 1.3 | 1.3 | 1.3 | |||||||||||||||||||||
| 17MU-1036 |
Alternative Professional Skills
(Choose ects: 23 ) |
23 | ||||||||||||||||||||||||||||
| 17MU-1028 |
Alternative Professional Skills
(Choose ects: 10 ) |
10 | ||||||||||||||||||||||||||||
| 17MU-1030 |
Free-choice Studies
(Choose ects: 15 ) |
15 | ||||||||||||||||||||||||||||
| 17MU-1032 |
Practical Training (Music Performance)
(Choose all ) |
30 | ||||||||||||||||||||||||||||
| 2X00CG11 | Ensemble and Productions | 5 | ||||||||||||||||||||||||||||
| 2X00CY14 | Choir | 2 | ||||||||||||||||||||||||||||
| 2X00CG12 | Ensemble and Productions | 8 | ||||||||||||||||||||||||||||
| 2X00CG13 | Ensemble and Productions 3 | 7 | ||||||||||||||||||||||||||||
| 2X00CG14 | Ensemble and Productions 4 | 8 | ||||||||||||||||||||||||||||
| 17MU-1035 |
Practical Training (Music Theatre)
(Choose all ) |
30 | ||||||||||||||||||||||||||||
| 2X00CY14 | Choir | 2 | ||||||||||||||||||||||||||||
| 2X00CY37 | Triple Threat Performer Project 1 | 5 | ||||||||||||||||||||||||||||
| 2X00CY39 | Triple Threat Performer Project 2 | 7 | ||||||||||||||||||||||||||||
| 2X00CY40 | Triple Threat Performer Project 3 | 8 | ||||||||||||||||||||||||||||
| 2X00CY41 | Triple Threat Performer Project 4 | 8 | ||||||||||||||||||||||||||||
| 17MU-1033 |
Practical Training (Composer)
(Choose all ) |
30 | ||||||||||||||||||||||||||||
| 2X00CY14 | Choir | 2 | 2 | 1 | 1 | 0.5 | 0.5 | 0.5 | 0.5 | |||||||||||||||||||||
| 2X00CG15 | Composing Project 1 | 3 | 3 | 1.5 | 1.5 | 0.8 | 0.8 | 0.8 | 0.8 | |||||||||||||||||||||
| 2X00CG16 | Composing Project 2 | 3 | 3 | 1.5 | 1.5 | 0.8 | 0.8 | 0.8 | 0.8 | |||||||||||||||||||||
| 2X00CG17 | Composing Project 3 | 3 | 3 | 1.5 | 1.5 | 0.8 | 0.8 | 0.8 | 0.8 | |||||||||||||||||||||
| 2X00CG18 | Composing Project 4 | 3 | 3 | 1.5 | 1.5 | 0.8 | 0.8 | 0.8 | 0.8 | |||||||||||||||||||||
| 2X00CI58 | Practical Training 1 | 4 | 4 | 2 | 2 | 1 | 1 | 1 | 1 | |||||||||||||||||||||
| 2X00CI59 | Practical Training 2 | 4 | 4 | 2 | 2 | 1 | 1 | 1 | 1 | |||||||||||||||||||||
| 2X00CI60 | Practical Training 3 | 4 | 4 | 2 | 2 | 1 | 1 | 1 | 1 | |||||||||||||||||||||
| 2X00CI61 | Practical Training 4 | 4 | 4 | 2 | 2 | 1 | 1 | 1 | 1 | |||||||||||||||||||||
| 17MU-1034 |
Bachelor´s Thesis
(Choose all ) |
15 | ||||||||||||||||||||||||||||
| 2X00CG19 | Bachelor´s Thesis, Planning | 5 | 5 | 2.5 | 2.5 | 1.3 | 1.3 | 1.3 | 1.3 | |||||||||||||||||||||
| 2X00CG20 | Bachelor´s Thesis, Execution and Reporting | 10 | 10 | 5 | 5 | 2.5 | 2.5 | 2.5 | 2.5 | |||||||||||||||||||||
| Total | 240 | 59 | 51 | 49 | 56 | 29.5 | 29.5 | 25.5 | 25.5 | 24.5 | 24.5 | 28 | 28 | 15.3 | 15.3 | 15.3 | 15.3 | 13.1 | 13.1 | 13.1 | 13.1 | 12.5 | 12.5 | 12.5 | 12.5 | 14.1 | 14.1 | 14.1 | 14.1 |
TAMK Generic Competences
TAMK’s generic competences mean such competences that every graduating student of TAMK should have. These competences are mainly learnt inside courses with the support of diverse teaching methods, but the fields of study may also offer specific courses on some of the themes.
Degree Certificate - Bachelors's degree (EQF6)
Structuring for Degree Certificate for Bachelor's Degree, according to AMK legislation. (Basic model).
Due to the timing of optional and elective courses, credit accumulation per semester / academic year may vary.