First-year programme components

1

Principal private lessons
voice, bass guitar, guitar, drums or keyboard

Keyboard practicum group lessons
With written and listening assignments and practical exercises: voice-leading, solfège instruction, practical elements of harmony, general music-theory components, harmony, etc.

Group lessons related to the principal subject
To be given by the student's own teacher. These lessons involve the following instrumental or vocal skills: technique, improvisation, style analysis, notation, in combination with the exercise material from the keyboard practicum. In the second half of the group sessions, students will work with a special project teacher or will be given lessons and indights in the other principal subjects, in order to support the band instructor, production and their own instrumental skills from a different angle.

Theme-oriented band rehearsals
Students will choose from one of five ensembles thematized by popular repertoire. The students' own teachers lead the bands, and project teachers are called in for specific themes. Bands change three times during the year; each term is is concluded with a performance.

2

Free-form band rehearsals/music production
These band rehearsals, aimed at allowing students to create their own repertoire, are linked to the opportunities provided by music technology, e.g. working with MIDI, ICT, websites, music for videos; music-theory aspects; text analysis in the literature class; and working with text and music in the composers' lab. All this is concluded with a performance on stage and a production in the studio.

3

Theory
Music-theory lectures, theory keyboard practicum and ear-training, lectures, private study in theory and music history by way of the on-line reader, music history listening hour, text-analysis class, course on education and career.

Music-Theory Programme (General)
1. Scheduled instruction (analysis, practical elements of harmony, solfège, general music theory); this takes place twice a week in the keyboard practicum which is led by the theory teacher. The main objective of the course is the integration of the theoretical aspects into practical training; as a result, theoretical training and practicums go hand in hand. Each academic year, newly adapted interconnections are established. In the first year, there is a correlation between the principal private lessons and theory, and between music production and theory; in the second year, there is a correlation between harmony at the piano, songwriting and the composers' lab.

2. Music-theory lectures are supported by Blackboard on-line training in music theory. Students will complete the core requirements in two years' time; in the third year, they will take elective courses.

3. History: lectures followed by a listening lesson. The core programme lasts two years and covers the history of jazz, classical and contemporary music, as well as the history of popular music, and is concluded with a specialization in the third year. Applications of this within the context of music productions include: looking for sources, carrying out independent research assignments, learning presentation skills, learning how to put together a CV or writing a bio.

4. Literature/text-analysis classes These literature classes provide students with insight into the diversity of popular lyrics and impart a critical, 'close reading' approach to the student. Art criticism forms an integral part of the theoretical training; it also prepares students for practically oriented development in the composers' lab: in the first year, for example, students go from text analysis and criticism to writing lyrics and composing music, all of which culminates in production sessions that allow the students to transform their experiences in the composers' lab into a recording.

5. Theoretical development and specialization by means of electives occur in the third academic year.

Education and Career

In the first academic year, students will take the Introduction to Education and Career. Attention will be given to the structure of the study programme, ICT (working with Blackboard), educational possibilities in the professional world, learning effective study and practice habits and preventing injuries. Principal subject methodology, education (communication, music didactics and educational psychology) and the first internships all begin in the second year. In connection with educational studies, students will take part in so-called rotating bands, in which they will change instruments. These ensemble lessons will focus on the students' place in the future professional world of education with an emphasis on band instruction. The DOK programme takes place during the third and fourth academic years and culminates in the fourth year in a final project under the supervision of one of the mentor teachers. Business, organizational, educational and artistic skills all meet at this juncture.

Other

Clinics and masterclasses, readings, guest lectures, concerts:

* songwriting
* spoken word
* project teachers who are involved in the theme-oriented pop bands
* private lessons with guest teacher
* band instruction taught by a team of guest teachers
* working in the studio
* reflecting on subjects relating to popular music and the broader musical culture, for example

A wide selection of guests from the professional music world is a crucial aspect of the programme. By definition, this programme component is quite flexible, allowing students to take advantage of the latest developments in popular music and culture, design, public opinion and the professional world.

Evaluation

Students are evaluated by means of the following:

* creating music productions
* giving performances
* giving workshops
* papers
* individual principal subject interim examination

Throughout the course, students are assessed on the basis of motor skills, ear, knowledge, creativity and attitude. Coherence is particularly important, in addition to discovering the student's strong and weak points so that he/she can work on these. By means of the integrated schedule the principal teachers can coach and assess their students on all the core aspects of the training and, from their own specialization, support their development.

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