BA Hons (Full Time)
Minimum Length:3 Year(s)
Part II Weight:8
Part II Year 2 Weight:4
Part II Year 3 Weight:4
Part II Year 4 Weight:0
Director of Studies:Mr T Rai
back to top
The student must take the following modules:
The student must take 2 modules from the following group:
Educational Aims: Knowledge, Understanding and Skillsback to top
Educational Aims of the Programme
We run this joint degree programme because History and Music are of strong interest to students and professionals both as independent subjects and in combination as historical musicology. Historical musicology constitutes an important part of Music's research identity, with particular specialisms in music of the twentieth century (French, Austro-German, British).
Such a subject combination can be very valuable for students considering a career in teaching, either at primary or secondary level, but the degree scheme also provides a foundation for many other careers, such as music journalism, music librarianship, archival/museum work, publishing, media, arts administration, communications, and so on.
i. Develop among undergraduate students an understanding of history as an academic discipline
ii. Encourage their learning of substantial bodies of historical knowledge, extensive in chronological and thematic range
iii. Assist them to develop and practise their skills as historians
iv. Foster their better understanding of the past, the varieties of human experience, the causes of change, and the world in which they live
v. Teach students how to locate, read, assess and use critically the writings of historians and historical evidence
vi. Promote the skills of research, analysis, argument and expression which will fit graduating historians for their future personal self-development and open up a wide range of careers
vii. Foster personal self-development and a life-long enjoyment of the subject
Music within LICA aims to offer a rounded education whilst also providing increased opportunities for specialization at levels 2 and 3. Staff research interests inform most modules, and the influence of research is particularly strong in third-level modules. Across Part II, combined students choose four Music units (two in Year 2 and two in Year 3/4). Two units must be chosen from the following selection: music techniques, musicology units, performance, composition or dissertation. For the other two units, students can select from any other modules, subject to the usual prerequisites. These modules currently include: music psychology, conducting, music education, music therapy, and arts administration. Performance opportunities are many and varied: orchestral, choral, chamber and solo recitals; students also learn from listening to professional concerts (Lancaster Concerts) and recitals given by their peers.
The overall teaching and learning aims of LICA are:
i. to nurture independent thought through the staged delivery of coherent, integrated, progressive and up-to-date degree schemes;
ii. to create a challenging but supportive learning environment with a range of learning experiences and possibilities;
iii. to offer high quality teaching, informed by staff research, which helps students realize their creative and/or academic potential;
iv. to provide graduates with the skills, interests and attitudes needed to study for higher degrees or to compete successfully for employment in a wide range of job markets by equipping them with technical, personal and transferable skills in written and oral communication, collaboration, team-work and negotiation, self-directed learning, and creative problem-solving.
Learning Outcomes: Knowledge, Understanding and Skillsback to top
Intended Programme Outcomes
The programme specifications and outcomes for the Music and for the History degree schemes apply to the combined degree in History and Music, and the two benchmarking statements and programme specifications define the distinctive outcomes from this combined degree. Both Music and History have certain outcomes in common.
Knowledge and understanding
i. The distinction between contemporary and secondary sources
ii. How, and why, the interpretations about past individuals, events, issues and developments generated by historians may differ and the importance of historical interpretation in the writing of academic history
iii. The importance of primary research and the critical and contextual appraisal of evidence
iv. The obligation upon historians to deploy information accurately and honestly
v. The causes, effects and value of methodological innovation and of changes in the historical agenda
vi. The centrality to the discipline of historical reinterpretation and controversy.
vii. Be well-informed about selected but long periods of history (at least 100 years)
viii. Be well-informed about a variety of specific historical themes and detailed topics
ix. Understand issues of continuity and change over long periods
x. Have acquired a deep understanding of more narrowly defined events, situations and issues
xi. Be sensitive to the complex interrelationship between political, economic, social and cultural forces
xii. Have developed a historical imagination, so that they may try to comprehend the past in its own terms.
i. Answer set historical questions and formulate and address their own
ii. Carry out and complete a substantial historical research project
iii. Demonstrate bibliographical skills and locate primary and secondary historical sources
iv. Read historical sources for a clear purpose and appraise critically what they read
v. Use their historical knowledge to support argument and make judgements
vi. Come to reasoned and substantiated conclusions based on historical evidence of different types and quality
vii. Present their historical findings creatively, lucidly and persuasively, both orally and in writing
viii. Respond to, and offer, constructive criticism of historical arguments and interpretations.
Transferable practical skills
i. Ability to read and write critically and effectively
ii. Ability to acquire knowledge and understanding by engaging with oral presentations
iii. Skills of self-discipline and time management
iv. Capacity to work in groups and also alone
v. Confidence and skills in presenting material to others in both written and oral forms of different types
vi. IT skills both for research and writing.
The learning outcomes in Music are both subject specific and general. The Part I modules MUSC101 and 102 provide a foundation for Part II. Essential learning outcomes are embodied in a number of compulsory modules, beyond which students are guided in choosing from a range of modules to create their own appropriate programme of study and associated learning outcomes. On successful completion of their studies, students on any of Music's degree schemes will have acquired and demonstrated:
Knowledge and Understanding
i. A broad knowledge and understanding of a range of music repertories
ii. Detailed knowledge and expertise in selected parts of their discipline
iii. Depth of subject knowledge in repertory-based music case studies
iv. A range of current musicological approaches
v. A range of music analytical techniques
vi. Practical and interpretative abilities in performance at post-Grade-8 standard or compositional practice
vii. An optional specialist area in performance, or composition, or dissertation
i. Initial analytical, critical and listening skills through lectures and concerts
ii. Fundamental analytical and problem-solving skills appropriate to Western tonal music, both through formal assessment of notated music, and through pastiche composition
iii. Develop their critical and research skills in tandem with their knowledge and understanding of a specific music repertory
iv. A range of transferable skills such as analysing audio material, numeracy, carrying out research, making a presentation on their own work, participating in group discussions, reviewing peer progress, and communicating effectively
v. Develop studentship skills such as organization, ability to assimilate information or brief and produce work relating to aim of module
vi. Competency in the use of information technology, especially as related to resource discovery and presentation
vii. Ability to work with a degree of independence, and to work with others with staff support
viii. Ability to work with greater independence (dissertations, recitals), and with others (student presentations, ensemble work) with staff support
Structure, Features and Regulations: Compulsory and Optional Modulesback to top
In Part I, students take two units in History, one ?Topics in History' option and one ?Creating Histories' option.
in Part II
Students are required to take at least 120 credits of History in Part II divided evenly across years two and three. In year 3 students are required to choose a Level 6 special subject in History (60 credits)