Bachelor of Music - Business Management Unit Outline

Unit of Study - Business Management

BUSINESS SKILLS FOR MUSICIANS

The following applies to Year Three Bachelor of Music students.

Unit Outlines

Unit Name

BUSINESS SKILLS FOR MUSICIANS

Unit Code

BUSADM 302

Unit Description In this unit students will:
  • Business Skills for Musicians develops students’ knowledge, research, critical thinking, problem solving and creative skills.
  • This unit prepares the student for the music industry with knowledge and skills in developing professional websites.
  • Students will develop technical skills in using a range of software platforms for developing training and performance media to promote their careers.
Award(s) Bachelor of Music
Unit Duration 1 Semester (12 weeks)
Year Level Three
Unit Coordinator Bernadette Norton
Teaching Staff Bernadette Norton
Core/Elective Core
Pre/Co-requisites Business Planning for Musicians 301
Credit Points 5 credit points
Mode of Delivery x Face to face
x E-learning (online)
o Ontensive/block mode (where the unit or a face to face component is delivered in a block)
x Distance/independent learning (un-timetabled)
x Full-time
x Part-time
o External
x Fast track

Student Workload Delivery/ Contact Hours

No. timetabled hours per week
  • Lecture Theory 1 hour
  • Tutorial n/a
  • Personal Independent Study - 1 hour
Total hours per week - 4 hours

Resource Requirements

  • Software
  • Computing resource requirements
  • Technical Help

Resources Provided

  • Online streaming video and additional referencing videos.
  • DVDs are available upon request and given/posted to students.
  • Library resources (see prescribed or recommended texts below)

             

Unit Aims

This unit aims to develop creative skills for the design of marketing tools, development of websites, and interactive training and performance media.
Students will develop and apply a strong understanding of the use of computer software, web platforms and protocols, and apply this effectively to perform professionally in the music industry.
Students will gain an understanding of musical collaboration using these technologies and how technology contributes to the communication of music to a broad range of audiences.


Learning Outcomes

On successful completion of this unit, students are expected to be able to:

  1. Demonstrate knowledge of using websites to operate small music businesses.
  2. Design and apply creative skills in designing and developing websites, interactive training and performance media.
  3. Understand and articulate how musical collaboration contributes to the communication of music over the Internet using instructional and performance media.
  4. Develop a sound knowledge of a range of software and web platforms to be able to create music related websites, functional interactive music training and performance media.
  5. Communicate effectively and accurately via a range of diverse mediums.


Teaching Outline

Year Three
SEMESTER TWO
Weeks 1 to 3
MEDIA
  1. Media on the internet
  2. Research music-related media
  3. Plan performance structure and performers
  4. Copyright applied to media
PRACTICAL SESSIONS
  1. Create video synchronising blended vocal harmony/instrumental parts performance utilising Video Maker software
  2. Plan and create content for a music-related website
  3. Use storyboard methods to present work
  4. Introduction to and use of web designer software
Weeks 4 to 6
WEBSITE CREATION
  1. Music formats and access on the web
  2. Graphic based resources
  3. Successful music-related websites
  4. Cross browser compatibility
  5. Adobe Dreamweaver/Wix/Web.com
  6. Copyright applied to websites
PRACTICAL SESSIONS
  1. Further use of Dreamweaver and/or a free web creator (Wix/web.com)
  2. Create a music related website that contains text, audio, video, hyperlinks, images etc.
Weeks 7 to 9                                         
RESEARCH and PLAN INSTRUCTIONAL MEDIA
  1. Auralia
  2. Ear Master
  3. Musition
  4. Secret Composer
  5. Band in a Box
  6. Jammer
  7. Teaching software
  8. Instructional media
Weeks 10 to 12    
CREATE INSTRUCTIONAL MEDIA
  1. Demonstration of PowerPoint, Captivate and iSpring quiz maker introduction and use
  2. Further learning in incorporating hyperlinks, buttons, quiz outcomes, copyright, images, audio and video.
PRACTICAL SESSIONS
Create and implement ideas within previous plan and put them into software to create a question, answer and training package related to music.


Prescribed and recommended readings:

Library Resources
A subscription to Oxford Music Online and to Grove Music Online which includes:

  • The Grove dictionary of American music (2nd ed.).
  • The new Grove dictionary of jazz (2nd ed.).
  • The new Grove dictionary of music and musicians (2nd ed.).
  • The new Grove dictionary of opera.
  • The Oxford companion to music.
  • The Oxford dictionary of music (2nd ed.).

Plus updated content bibliographies, specially-commissioned articles only available online.

A subscription to JSTOR Journals and books

A subscription to Lynda.com video tutorials

Reference Materials

Beard, M., & O’Hara, B. (2006). Music marketing, PR & image making. Rosebery, Australia: Wise Publications.
Dann, A., & Underwood, J. (2018). How to succeed in the music business. [online] EBOOKLIBRARY.WIN. Retrieved from:
http://ebooklibrary.win/pdf/book/se/396867316/how-to-succeed-in-the-music-business-ebo
DiSalvo, C.F. (2002). World wide Web interfaces and design for the emergence of knowledge. The MIT Press. JSTOR. Retrieved from:
http://www.jstor.org/stable/1512031
Krasilovsky, M., Shemel, S., Gross, J., & Aitken, P. (2018). Internet, the. Grove Music Online. Oxford Music Online. Oxford University Press. Retrieved from:
http://www.oxfordmusiconline.com/subscriber/article/grove/music/A2256904
Leung, C.D., Chung, C. (1997). Student achievement in an educational technology course as enhanced by cooperative learning.  Journal of Science Education and Technology. Springer.  Retrieved from:
http://www.jstor.org/stable/40186441
O’Hara, B., Beard, M., & Simpson, S. (2009). Establishing a small music, entertainment or arts business. London, England: Wise Publications.
O’Hara, B., Beard, M., & Simpson, S. (2011). Artist and band management. Melbourne, Australia: Wise Publications.
O’Hara, B., Beard, M., & Simpson, S. (2006). Copyright, royalties & publishing. Rosebery, Australia: Wise Publications.
O’Hara, B., & Beard, M. (2006). Music event and festival management. Rosebery, Australia: Wise Publications.
Rudsenske, J., & Denk, J. (2004). Music business made simple. New York, NY: Schirmer Trade Books.
Sicart, M. (2009). The Ethics of Computer Games. MIT Press Scholarship Online. University Press Scholarship Online.  Retrieved from:
http://mitpress.universitypressscholarship.com/view/10.7551/mitpress/9780262012652.001.0001/upso-9780262012652?rskey=eaapn3&result=10
Simpson, S. (2012). Music business. London, England: Omnibus Press.


Student assessment 

Assessment Type When assessed Weighting
(% of total unit marks)
Learning Outcomes Assessed
Assessment 1
Type: Practical
Length: n/a
Topic: Media
Create a professional video that demonstrates performance skills for 1 song with 6 vocal harmony/instrumental video segments, utilizing synchronization skills to blend parts into one video. Students can collaborate with other students to create performance parts, however two parts from the student is required minimum.
Week 3 20% 2, 3,5
Assessment 2
Type: Practical
Length: 250 words (written component); minimum of 5 web pages
Topic: Promotional Website Development

Develop a music related website that can be used for professional use in the music industry using one of the following: Adobe Dreamweaver, Microsoft Expression (replacement for FrontPage) and/or Wix/Web.com. 
Week 6 30% 1, 2, 4, 5
Assessment 3
Type: Practical
Length: 500 words (written component); 50 Slides
Topic: Instructional Music Media Design Project

Develop an instructional music software design containing 50 slides training a user in a music-related topic with help guides, quizzes and training sections, incorporating video, audio, images and textual content using one of the following: Adobe Captivate, Microsoft PowerPoint, iSpring Quiz Maker or Adobe Flash.
Week 12 50% 2, 3, 4, 5


Course Outcomes

#

Course Learning Outcomes

On completion of the course the student should be able to:

Unit Learning Outcomes

Assessments

1 A broad knowledge of the applied, theoretical and historical  basis of the discipline

3, 5

3

2 A depth of disciplinary knowledge in a professionally applicable specialisation

1

1

3 An understanding of the processes of musical scholarship and research

3, 4

3

4 The ability to work both independently and collaboratively in diverse and complex musical settings

3, 4

1, 2, 3

5 Effective written, verbal and interpersonal communication skills

5

1, 2, 3

6 Critical thinking and analytical skills appropriate  to a range of contexts including further study 2, 3 1, 2, 3
7 The ability to apply specific musical skills to a wide range of professional contexts 2, 3, 4 1, 2, 3
8 The capacity to apply technological and creative solutions to contemporary musical practices 1, 2, 3, 4 1, 2, 3
9 The ability to incorporate knowledge from the business and legal fields to a portfolio career in the music profession.

1, 2, 3, 4

1, 2, 3


Graduate Attributes

# Graduate Attribute Successful completion of this unit will contribute to the attainment of the following graduate attributes: Unit Learning Outcomes Course Learning Outcomes Assessments
1 Deep disciplinary knowledge 3, 5 1, 2, 9 2, 3
2 The ability to apply knowledge and skills in innovative ways 1, 3, 5 4, 7 1, 2, 3
3 A commitment to lifelong learning 2, 3 3, 6, 9 2, 3
4 Effective communication skills for diverse contexts 5 5 1, 2, 3
5 The capacity to work independently and collaboratively 4 4 1, 2, 3