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[Named Provider]

Programme Module for

Sound Engineering and Music Technology

leading to

Level 6 FETAC

Sound Engineering and Music Technology 6N5456

I would like to make the following suggestions.

Reorganizing of the Sections as outlined below

Cover all theoretical aspects of the programme in Assignment 1

Cover Midi and Electronic Music Production in Assignment 2

Cover all studio practice and the Soundtrack work in the Project.

I have edited this version of the module in order to convey my suggestions.

Introduction

This programme module may be delivered as a standalone module leading to certification in a FETAC minor award. It may also be delivered as part of an overall validated programme leading to a Level 6 FETAC Certificate.

The teacher/tutor should familiarise themselves with the information contained in [Named Provider’s] programme descriptor for the relevant validated programme prior to delivering this programme module.

The programme module is structured as follows:

|Title of Programme Module |

|FETAC Component Title and Code |

|Duration in hours |

|Credit Value of FETAC Component |

|Status |

|Special Requirements |

|Aim of the Programme Module |

|Objectives of the Programme Module |

|Learning Outcomes |

|Indicative Content |

|Assessment |

|Assessment Technique(s) |

|Mapping of Learning Outcomes to Assessment Technique(s) |

|Guidelines for Assessment Activities |

|Grading |

|Learner Marking Sheet(s), including Assessment Criteria |

Integrated Delivery and Assessment

The teacher/tutor is encouraged to integrate the delivery of content where an overlap between content of this programme module and one or more other programme modules is identified. This programme module will facilitate the learner to develop the academic and vocational language, literacy and numeracy skills relevant to the themes and content of the module.

Likewise the teacher/tutor is encouraged to integrate assessment where there is an opportunity to facilitate a learner to produce one piece of assessment evidence which demonstrates the learning outcomes from more than one programme module. The integration of the delivery and assessment of level 6 Communications and level 6 Mathematics modules with that of other level 6 modules is specifically encouraged, as appropriate.

Indicative Content

The indicative content in Section 10 does not cover all teaching possibilities. The teacher/tutor is encouraged to be creative in devising and implementing other approaches, as appropriate. The use of examples is there to provide suggestions. The teacher/tutor is free to use other examples, as appropriate. The indicative content ensures all learning outcomes are addressed but it may not follow the same sequence as that in which the learning outcomes are listed in Section 9. It is the teacher’s/tutor’s responsibility to ensure that all learning outcomes are included in the delivery of this programme module.

|Title of Programme Module |

|Sound Engineering and Music Technology |

|Component Name and Code |

|Sound Engineering and Music Technology 6N5456 |

|Duration in Hours |

|150 Hours (typical learner effort, to include both directed and self directed learning) |

|Credit Value |

|15 Credits |

|Status |

|This programme module may be compulsory or optional within the context of the validated programme. Please refer to the relevant programme|

|descriptor, Section 9 Programme Structure |

|Special Requirements |

|The provider must have the following in place to offer this award: |

|1. Multi-track sound studio |

|2. Microphones |

|3. Musician Backline |

|4. Music Technology Classroom with software |

|Aim of the Programme Module |

|This programme module aims to equip the learner with the knowledge, skill and competence to work with sound production and sound |

|engineering methods and techniques to an industry standard. |

|Objectives of the Programme Module |

| |

|To develop an understanding of the techniques and theories in respect of sound and audio chains and components in both analogue and |

|digital systems. |

| |

|Enable the learner to develop the knowledge and skills in using audio hardware and software to create a good quality product to a |

|professionally acceptable standard, including sound synthesis and MIDI. |

| |

|To enable the learner to examine the development of sound technologies and how they may have shaped sound in both film and music in the |

|modern era. |

| |

|To enable the learner to analyse sound pieces and use various techniques such as time based effects and dynamics, to develop the sound. |

| |

|To assist the learner to develop the academic and vocational language, literacy and numeracy skills related to sound engineering and |

|music technology through the medium of the indicative content |

| |

|To enable the learner to exercise substantial personal autonomy and responsibility. |

| |

Learning Outcomes of Level 6 Sound Engineering and Music Technology 6N5456

Learners will be able to:

Examine the main functions of recording studios to include the audio chains and their components

Explore the theory of sound to include defining common audio terms

Explore the history of sound in film to include individual pieces or artists that helped propel the discipline to current technical and aesthetic levels

Examine the technical specifications pertaining to audio for television, film, DVD and web formats

Identify the main events, pieces of music and technical innovations that paved the way for modern genres to include Hip Hop, Dance Music and Electronica

Define basic copyright law regarding the use of recorded material

Use skills in file management procedures

Utilise musical instrument digital interface (MIDI) controllers with both hardware and software

Identify the different microphone types and their characteristics and make informed microphone selections by selecting correct microphones for specific recording tasks and environments

Apply the different types of sound synthesis

Implement procedures of synchronization and time code

Compose track arrangements adhering to song structure

Critically analyse recordings for errors and use different techniques to solve problems

Identify the main components on digital and analog mixing consoles and realise projects using recording, over dubbing and mixing

Apply time based and dynamic FX via inserts and aux sends and manipulate the parameters appropriately

Produce a short sound design piece using multi-track audio and visual software to provide an original soundtrack to an existing film or TV programme.

|Indicative Content |

|This section provides suggestions for programme content but is not intended to be prescriptive. The programme module can be delivered |

|through classroom based learning activities, group discussions, one-to-one tutorials, field trips, case studies, role play and other |

|suitable activities, as appropriate. |

|Section 1 : Sound Theory |

|*********** Section 1 Sound Theory |

| |

|Explore the theory of sound to include defining common audio terms |

| |

|Facilitate the learner to explore the theory of sound including dfinitions of common audio terms: |

|sound wave theory |

|amplitude |

|frequency |

|pitch |

|wave shape |

|envelope |

|propagation |

|phase |

|human hearing |

|acoustics, for example: |

|environment |

|reflections |

|bass traps |

|sound proofing |

|common audio terms, for example: |

| |

|Iidentify the different microphone types and their characteristics and make informed microphone selections by selecting correct |

|microphones for specific recording tasks and environments |

|Facilitate the learner to identify the different microphone types and their characteristics and make informed microphone selections by |

|selecting correct microphones for specific recording tasks and environments |

|condenser |

|dynamic |

|ribbon |

|polar patterns |

|environments, for example: |

|studio live room |

|studio vocal booth |

|live stage |

|purpose, for example: |

|vocal |

|instrument |

|ambient |

|drum |

|close/distant |

|Section 2: Studio Technology |

| |

|*********** Section 2 Studio Technology |

|Examine the main functions of recording studios to include the audio chains and their components |

| |

|Facilitate the learner to investigate recording studio audio chains and their components including: |

| |

|musician backline |

|Microphones |

|cables (balanced, unbalanced, connectors) |

|mixing consoles |

|computer interfaces |

|active and passive monitors |

|Headphones |

|software (Daw & Plugins) |

|outboard equipment (Reverb, Comp etc) |

| |

|Identify the main components on digital and analog mixing consoles and realise projects using recording, over dubbing and mixing |

| |

|Facilitate the learner to identify the main components on digital and analog mixing consoles |

|channel strip |

|mic/line input |

|connectors (XLR, TRS and TS jacks) |

|insert |

|microphone pre amps |

|gain |

|low cut |

|eq |

|auxilliary send |

|mute |

|solo |

|buss send |

|fader |

|outputs |

|main buss |

|sub mix buss |

|aux send/return |

| |

|Critically analyse recordings for errors and use different techniques to solve problems |

| |

|Facilitate the learner to critically analyse recordings for errors and use different techniques to solve problems, for example: |

|moving |

|time stretching |

|pitch correction |

|EQ |

|dynamics |

|replacement |

| |

|Examine the technical specifications pertaining to audio for television, film, DVD and web formats |

|Facilitate the learner to examine the technical formats pertaining to audio for television, film, DVD and web formats |

|Sample Rate, |

|Bit Depth, |

|Frame Rates |

|lEBU loudness |

|surround sound |

|file types and compression |

|codecs |

| |

| |

| |

| |

|Section 3 Studio Practice |

| |

|*********** Section 3 Studio Practice |

|Use skills in file management procedures |

|Facilitate the learner to use skills in file management procedures |

|saving |

|different formats |

|file types |

|organising project folders |

|backing up |

|transferring and copying between media (e.g. computer hard drive to usb) |

| |

|Facilitate the learner to realise projects using recording, overdubbing and mixing by for example |

|Setting Inputs |

|Setting recording levels |

|Setting up headphone mixes |

|Applying processors |

| |

|Implement procedures of synchronization and time code |

|Facilitate the learner to implement procedures of synchronization and time code, for example: |

|The use of timecode for spotting movie sound fx to the timeline |

|SMPTE |

|LTE |

|EBU |

|MIDI Time Code |

|Master, Slave |

| |

|Produce a short sound design piece using multi-track audio and visual software to provide an original soundtrack to an existing film or |

|TV programme. |

|Faciliate the learner to produce a soundtrack for a existing film or TV programme.by creating a soundscape that includes standard |

|elements for example, |

|Backgrounds |

|Spot FX |

|Foley |

|dialog |

|Music Cues |

|Section 4: Electronic Music Production |

| |

|*********** Section 4 Electronic Music Production |

| |

|Utilise musical instrument digital interface (MIDI) controllers with both hardware and software |

| |

|Facilitate the learner to utilise musical instrument digital interface (MIDI) controllers with both hardware and software including: |

|types |

|continuous |

|on/off |

|interfaces |

|usb |

|5 pin DIN |

|MIDI message |

|CC number allocation |

| |

|Apply the different types of sound synthesis |

|Facilitate the learner to apply the different types of sound synthesis: |

|additive |

|subtractive |

|FM |

|granular |

| |

|Compose track arrangements adhering to song structure |

|Facilitate the learner to compose track arrangements adhering to song structure, for example: |

|chorus |

|middle eight |

|verse |

| |

| |

| |

| |

|Section 5: The Recording Industry |

|*********** Section 5 The Recording Industry |

|Examine the main functions of recording studios to include the audio chains and their components |

|Facilitate the learner to examine the main functions of recording studios |

|commercial and project studios |

|types of user |

|potential end product |

| |

|Identify the main events, pieces of music and technical innovations that paved the way for modern genres to include Hip Hop, Dance Music |

|and Electronica |

|Facilitate the learner to examine technical innovations leading to modern music styles including dance, hip hop and electronica, for |

|example: |

|electronic instruments |

|analogue and digital synthesisers |

|time based effects and rhythm generators (e.g. arpeggiator, delay) |

|computer algorithms |

|loop players/recorders |

|computer based audio editing |

|samplers |

|drum machines |

|audio manipulation tools |

|sub-base loudspeakers |

| |

|Explore the history of sound in film to include individual pieces or artists that helped propel the discipline to current technical and |

|aesthetic levels |

| |

|Facilitate the learner to explore the history of sound in film to include individual pieces or artists that helped propel the discipline |

|to current technical and aesthetic levels, for example: |

|The Jazz Singer |

|Edison Kinetophone |

|Western Electric sound on disc |

|optical sound |

|stereo magnetic tracks |

|Lee DeFrost Phonofilm |

|development of microphones, amplifiers etc. |

|Dolby |

|Star Wars |

|Digital surround sound |

| |

| |

| |

|Define basic copyright law regarding the use of recorded material |

| |

|Facilitate the learner to define basic copyright law regarding the use of recorded material |

|IMRO |

|remixing |

|public broadcast |

|file sharing |

|ownership |

Assessment

11a. Assessment Techniques

Project 60%

Assignment 1 20%

Assignment 2 20%

11b. Mapping of Learning Outcomes to Assessment Techniques

In order to ensure that the learner is facilitated to demonstrate the achievement of all learning outcomes from the component specification; each learning outcome is mapped to an assessment technique(s). This mapping should not restrict an assessor from taking an integrated approach to assessment.

|Learning Outcome |Assessment Technique |

|Examine the main functions of recording studios to include the audio chains and their components |Assignment 1 |

|Explore the theory of sound to include defining common audio terms |Assignment 1 |

|Explore the history of sound in film to include individual pieces or artists that helped propel the |Assignment 1 |

|discipline to current technical and aesthetic levels | |

|Examine the technical specifications pertaining to audio for television, film, DVD and web formats |Assignment 1 |

|Identify the main events, pieces of music and technical innovations that paved the way for modern genres|Assignment 1 |

|to include Hip Hop, Dance Music and Electronica | |

|Define basic copyright law regarding the use of recorded material |Assignment 1 |

|Use skills in file management procedures |Project |

|Utilise musical instrument digital interface (MIDI) controllers with both hardware and software |Assignment 2 |

|Identify the different microphone types and their characteristics and make informed microphone |Project |

|selections by selecting correct microphones for specific recording tasks and environments | |

|Apply the different types of sound synthesis |Assignment 2 |

|Implement procedures of synchronization and time code |Project |

|Compose track arrangements adhering to song structure |Assignment 2 |

|Critically analyse recordings for errors and use different techniques to solve problems |Project |

|Identify the main components on digital and analog mixing consoles and realise projects using recording,|Assignment 1 |

|overdubbing and mixing | |

|Apply time based and dynamic FX via inserts and aux sends and manipulate the parameters appropriately |Project |

|Produce a short sound design piece using multi-track audio and visual software to provide an original |Project |

|soundtrack to an existing film or TV programme. | |

11c. Guidelines for Assessment Activities

The assessor is required to devise assessment briefs and marking schemes for the project and assignments. In devising the assessment briefs, care should be taken to ensure that the learner is given the opportunity to show evidence of achievement of ALL the learning outcomes. Assessment briefs may be designed to allow the learner to make use of a wide range of media in presenting assessment evidence, as appropriate. Quality assured procedures must be in place to ensure the reliability of learner evidence.

|Project |60% |

|This project may be carried out over a period of not less than 4-6 weeks |

| |

|A practical based project should be devised by the assessor to enable the student to create a short (between 3-5 minutes) soundtrack |

|for an existing film or TV programme. |

| |

|If this is a sound design piece, of course it could feature music, but surely it is concerned with including backgrounds, spots, |

|Foley, ADR, Dialog and music elements. Visual |

| |

| |

|Produce a short sound design piece using multi-track audio and visual software to provide an original soundtrack to an existing film |

|or TV programme. |

| |

|Identify the different microphone types and their characteristics and make informed microphone selections by selecting correct |

|microphones for specific recording tasks and environments |

| |

|realise projects using recording, overdubbing and mixing |

| |

|Implement procedures of synchronization and time code |

| |

|Critically analyse recordings for errors and use different techniques to solve problems |

| |

|Apply time based and dynamic FX via inserts and aux sends and manipulate the parameters appropriately |

| |

|Use skills in file management procedures |

| |

| |

|Evidence for this assessment technique may take the form of written, oral, graphic, audio, visual or digital evidence, or any |

|combination of these. Any audio, video or digital evidence must be provided in a suitable format. |

| |

|All instructions for the learner must be clearly outlined in an assessment brief. |

|Assignment 1 |20% |

|This assignment may be carried out within a reasonable time after the programme content has been delivered and should not be less |

|than 2 weeks duration. |

| |

|This assignment is designed to allow the learner to explore Sound engineering & Music Technology concepts by researching the |

|following topics: |

| |

|the theory of sound to include defining common audio terms |

| |

|the main functions of recording studios to include the audio chains and their components |

| |

|the main components on digital and analog mixing consoles |

| |

|the history of sound in film to include individual pieces or artists that helped propel the discipline to current technical and |

|aesthetic levels |

| |

|the main events, pieces of music and technical innovations that paved the way for modern genres to include Hip Hop, Dance Music and |

|Electronica |

| |

|the technical specifications pertaining to audio for television, film, DVD and web formats |

| |

|basic copyright law regarding the use of recorded material |

| |

|Evidence for this assessment technique may take the form of written, oral, graphic, audio, visual or digital evidence, or any |

|combination of these (select as appropriate). Any audio, video or digital evidence must be provided in a suitable format. |

| |

|All instructions for the learner must be clearly outlined in an assessment brief |

|Assignment 2 |20% |

|This assignment may be carried out during, or after, the programme content is, or has, been delivered |

| |

|This practically based assignment is designed to enable the learner to display skill and knowledge in completing a practical task in |

|electronic music by: |

| |

|Utilissing MIDI controllers with both hardware and software |

|Compose track arrangements adhering to song structure |

|Apply the different types of sound synthesis |

| |

| |

|Evidence for this assessment technique may take the form of written, oral, graphic, audio, visual or digital evidence, or any |

|combination of these (select as appropriate). Any audio, video or digital evidence must be provided in a suitable format. |

| |

|All instructions for the learner must be clearly outlined in an assessment brief |

| |

Grading

Distinction: 80% - 100%

Merit: 65% - 79%

Pass: 50% - 64%

Unsuccessful: 0% - 49%

At levels 4, 5 and 6 major and minor awards will be graded. The grade achieved for the major award will be determined by the grades achieved in the minor awards.

Learner’s Name: ________________________________ Learner’s PPSN: ________________

|Assessment Criteria |MaximumMark |LearnerMark |

|Produce a short sound design piece using multi-track audio and visual software to provide an original |20 | |

|soundtrack to an existing film or TV programme. | | |

|Identify the different microphone types and their characteristics and make informed microphone selections |5 | |

|by selecting correct microphones for specific recording tasks and environments | | |

|realise projects using recording, overdubbing and mixing |10 | |

| | | |

|Implement procedures of synchronization and time code |5 | |

|Critically analyse recordings for errors and use different techniques to solve problems |5 | |

|Apply time based and dynamic FX via inserts and aux sends and manipulate the parameters appropriately |10 | |

|Use skills in file management procedures |5 | |

|Total Mark |60 | |

Assessor’s Signature: _________________________ Date: ___________________

External Authenticator’s Signature: _________________________ Date: ___________________

Learner’s Name: ________________________________ Learner’s PPSN: ________________

|Assessment Criteria |MaximumMark |LearnerMark |

|Explore the theory of sound to include defining common audio terms |2 | |

|Examine the main functions of recording studios to include the audio chains and their components |4 | |

|Identify the main components on digital and analog mixing consoles and realise projects using recording, |2 | |

|over dubbing and mixing | | |

| Explore the history of sound in film to include individual pieces or artists that helped propel the |4 | |

|discipline to current technical and aesthetic levels | | |

|Identify the main events, pieces of music and technical innovations that paved the way for modern genres |4 | |

|to include Hip Hop, Dance Music and Electronica | | |

|Examine the technical specifications pertaining to audio for television, film, DVD and web formats |2 | |

|Define basic copyright law regarding the use of recorded material |2 | |

| | | |

|Total Mark |20 | |

Assessor’s Signature: _________________________ Date: ___________________

External Authenticator’s Signature: _________________________ Date: ___________________

Learner’s Name: ________________________________ Learner’s PPSN: ________________

|Assessment Criteria |MaximumMark |LearnerMark |

|UtilissingMIDI controllers with both hardware and software |4 | |

|Compose track arrangements adhering to song structure |10 | |

|Apply the different types of sound synthesis |6 | |

| | | |

|Total Mark |20 | |

Assessor’s Signature: _________________________ Date: ___________________

External Authenticator’s Signature: _________________________ Date: _________________

-----------------------

|Sound Engineering and Music Technology |Learner Marking Sheet 1 |

|6N5456 |Project |

| |60% |

|Sound Engineering and Music Technology |Learner Marking Sheet 2 |

|6N5456 |Assignment 1 |

| |20% |

|Sound Engineering and Music Technology |Learner Marking Sheet 3 |

|6N5456 |Assignment 2 |

| |20% |

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