Royal College of Music International Student Guide (English)
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Online Music Theory Grades 1–5
ABRSM Qualification Specification Online Music Theory Grades 1–5 Level 1 Award in Music Theory Level 2 Award in Music Theory Version 1.0: August 2020 Contents 1. Introduction 3 About ABRSM 3 About this qualification specification 3 About our Music Theory qualifications 3 Regulation (UK) 4 Regulation (Europe) 5 Regulation (Rest of world) 5 2. Music Theory grades 6 Syllabus 6 Exam Regulations 6 Malpractice and maladministration 6 Entry requirements 6 Exam booking 6 Access (for candidates with specific needs) 6 Exam content 7 In the exam 7 3. Music Theory syllabus 9 Music Theory syllabus 9 Exam content 11 4. Assessment and marking 14 Assessment objectives 14 Mark allocation 16 Result categories 16 Marking criteria 17 5. After the exam 18 Results 18 Exam feedback 18 6. Other assessments 19 Practical Grades 19 Performance Grades 20 Practical Musicianship 21 ARSM 22 DipABRSM, LRSM, FRSM 23 2 1. Introduction About ABRSM Our mission ABRSM’s mission is to inspire musical achievement. We do this in partnership with four Royal Schools of Music: Royal Academy of Music, Royal College of Music, Royal Northern College of Music and Royal Conservatoire of Scotland. We are passionate about music, its value as an art form and the importance of music education. We believe that being involved with music gives people unique, positive experiences with life-long benefits. Through our world-leading assessments, books and resources we provide people worldwide with the tools they need to teach, learn, make and enjoy music. Our scholarships, donations, sponsorship and partnerships create opportunities for people of all ages to discover music and fulfil their potential. -
The Royal College – Our Professional Home
The Royal College – Our Professional Home An independent review on diversity and inclusion for the Royal College of Surgeons of England An exciting call for radical change Introduction ‘The President of the Royal College of Surgeons of England (RCS England) Professor Neil Mortensen, asked me to lead this Review soon after he was elected to the Presidency. His decision was triggered by vocal expressions of dissatisfaction from a significant part of the surgical profession, largely women and people of colour. The most recent elections to leadership positions had produced a line-up of senior White men – all very distinguished – who seemingly came from very similar social backgrounds. It was felt that the College was not demonstrating itself to be a diverse and inclusive institution, reflecting the society in which we live or the changing profession of surgery. Any examination of the statistics show that the complaints are well founded. The reputation of the College is affected by such negative feelings, as disaffection can cause long-term loss of confidence in an organisation. The homogeneous nature of the leadership was not a in the diplomatic world and other parts of the civil service, new occurrence. In its long and illustrious history, the on corporate boards, in sport and entertainment. All the College has had only one President of colour and one parts of our social infrastructure are being challenged. female President, and while both were singular leaders, And the challenge is simple. How can positions of they could not change the culture of the College. There authority and power be the dominion of any one group has to be a collective will and real effort to create lasting of people? Surely a healthy society opens opportunities change. -
Programme Specification
[BA Fashion Textiles & Design] Programme Specification 1. Programme title BA Fashion Textiles & Design 2. Awarding institution Middlesex University 3. Teaching institution Middlesex University (Hendon Campus) 4. Details of accreditation by N/A professional/statutory/regulatory body 5. Final qualification(s) available BA (Hons) Fashion Textiles & Design BA (Hons) Fashion Textiles & Design with Foundation Year Cert (HE) Fashion Textiles & Design Dip (HE) Fashion Textiles & Design 6. Year of validation / last review 2014 Year of amendment 2020 7. Language of study English 8. Mode of study Full-Time, Full-Time TKSW (Thick Sandwich mode) or Part-Time 9. Criteria for admission to the programme Applicants will generally be expected to either: - Have completed a BTEC Foundation course or a National Diploma in Art & Design or - Have completed GCSE / A Levels or equivalent in Art & Design related subjects or - Have a recognised professional qualification in one experience of the design disciplines – fashion / textiles, three-dimensional design, interior or spatial design, product/industrial design, visual communication/graphics, furniture, ceramics, jewellery, metals, glass or architecture. - Have qualifications amounting to 112 UCAS points Middlesex University has a flexible and personalised approach to admissions and we accept applications from students with a wide range of qualifications and a combination of qualifications. Please check our general entry requirements page to see how these points can be achieved from our acceptable level 3 qualifications and the combinations which are welcomed by Middlesex University, including GCSE requirements. 1 http://www.mdx.ac.uk/about-us/policies/academic-quality/handbook/ Last updated 23.09.2019 All students who apply and meet the entry requirements will be offered an interview, during which they will meet with one of the tutors, who will review the work presented, diagnose and recommend a point of entry, where appropriate, based on the quality of the portfolio and of the interview. -
Autonomatic Book.Pdf
Contents 4 Foreword Professor Eric Spiller Vice Principal, University College Falmouth 6 Autonomatic Lesley Jackson 10 Dr Katie Bunnell, Cluster Leader 18 Dr Justin Marshall, Research Fellow 26 Drummond Masterton, Research Assistant 34 Tavs Jørgensen, Research Fellow 44 Biographies 46 Acknowledgments Foreword The 3D Digital Production research cluster at University College Falmouth set out on its expedition to further the boundaries of digital making in October 2003. Bringing together a There are great possibilities for further research that combines this creative, integrated group of practitioner-researchers with established skills in digital designing and making, the approach with the expertise of engineers, technologists, economists, and manufacturers. It is cluster aims to contribute innovative developments in design products and processes. perhaps the high level of human engagement with materials and technologies involved in the process of designing and making which places makers in a unique position to contribute to the development of human oriented and individually customized design production. Appropriate dissemination is key in practice-based design research and the cluster uses With established craft skills in ceramics, glass, plaster, metals and textiles, researchers multiple methods to reach other design researchers, professionals and students, including approach digital technologies in diverse and creative ways: combining the autonomous exhibitions, hands on workshops, international conferences, symposia, live projects and approach of the maker with the flexible production capabilities of automated digital publications. Wherever possible research findings are tested and developed through to their manufacturing. Through this research they are challenging boundaries between hand and practical application in producing design and craftwork that can stand alone in professional machine, craft and industry, and are developing a hybrid autonomatic design methodology. -
[Xzdcl Az 597 Further Point in the System Is That the Student's Own Teachers Commonly Take Some Part in His Examination
SEPT. 4, 1909.] THE SCOTTISH CORPORATIONS. [xZDCL Az 597 further point in the system is that the student's own teachers commonly take some part in his examination. Of the four examinations, the first deals with physics, botany, zoology, and chemistry; the second with anatomy and physiology; the third with materia THERE are three medical corporations in Scotland- medica and pathology; the fourth with medicine the Royal College of Physicians of Edinburgh, the and surgery (clinical and systematic), midwifery, Royal College of Surgeons of Edinburgh, and the forensic medicine and public health, and clinical Faculty of Physicians and Surgeons of Glasgow. gynaecology. Each of these examinations is held Their Licences can be separately obtained only by three times a year. persons who are already in possession of a recognized Exemption from the first professional examination qualification-in surgery in the case of the College of can be obtained by candidates who have passed an Physicians, and in medicine in the case of the College examination at any recognized university in its of Surgeons and the Faculty of Physicians and Sur- subjects qualifying for a degree in science or in arts. geons of Glasgow. All others must submit to the There are no set periods which must elapse between examinations held by the Conjoint Board which th'e passage of the different examinations, but in every three corporations have combined to form. Details case the student must have attended the necessary concerning this Board and its component colleges course of lectures in each subject and have satisfied follow. The conditions on which their higher qualifi- the examiners in all the subjects of the previous cations are granted will be found set forth separately examination. -
CVAN Open Letter to the Secretary of State for Education
Press Release: Wednesday 12 May 2021 Leading UK contemporary visual arts institutions and art schools unite against proposed government cuts to arts education ● Directors of BALTIC, Hayward Gallery, MiMA, Serpentine, Tate, The Slade, Central St. Martin’s and Goldsmiths among over 300 signatories of open letter to Education Secretary Gavin Williamson opposing 50% cuts in subsidy support to arts subjects in higher education ● The letter is part of the nationwide #ArtIsEssential campaign to demonstrate the essential value of the visual arts This morning, the UK’s Contemporary Visual Arts Network (CVAN) have brought together leaders from across the visual arts sector including arts institutions, art schools, galleries and universities across the country, to issue an open letter to Gavin Williamson, the Secretary of State for Education asking him to revoke his proposed 50% cuts in subsidy support to arts subjects across higher education. Following the closure of the consultation on this proposed move on Thursday 6th May, the Government has until mid-June to come to a decision on the future of funding for the arts in higher education – and the sector aims to remind them not only of the critical value of the arts to the UK’s economy, but the essential role they play in the long term cultural infrastructure, creative ambition and wellbeing of the nation. Working in partnership with the UK’s Visual Arts Alliance (VAA) and London Art School Alliance (LASA) to galvanise the sector in their united response, the CVAN’s open letter emphasises that art is essential to the growth of the country. -
Curriculum Vitae – Irene Mavrommati
Irene Mavrommati December 2017 p. 1 Curriculum Vitae – Irene Mavrommati Personal Name Irene Mavrommati Address Hellenic Open University, School of Applied Arts Parodos Aristotelous 18, 26335 Patras Contact e-mail: mavrommati[at]eap.gr Education June 2011 PhD in Interaction Design, Department of Products and Systems Design PhD Interaction Design Engineering, University of the Aegean. Thesis title: “Enabling user independence and creativity in ubiquitous computing environments”. Supervisor: Prof. J. Darzentas. March 1999 Postgraduate Certificate In Open and Distance Learning. Hellenic Open Open Distant Learning University February 1995 Master of Arts in Interactive Multimedia. Royal College of Art, UK. MA Multimedia (RCA) MA Study module followed in Hogeschool voor de Kunsten Utrecht (HKU - University of the Arts Utrecht), Faculty of Art, Media & Technology, the Netherlands. December 1993 Master of Arts in Graphic Design. Birmingham Institute of Art and Design MA Graphic Design (BIAD), University of Central England in Birmingham, UK. 1988 – 1992 BA in Graphic Design, Technological Educational Institute of Athens, , BA Graphic Design Greece. (State scholarship for the 1st year study performance). Languages Fluent in English (Proficiency of Cambridge) and Greek. Intermediate/threshold knowledge of Dutch and French. Employment 2009 – today Assistant professor (2014-), Lecturer (2009-2014), School of Applied Arts, Hellenic Open University Hellenic Open University. Subject area: Graphic Design and Design with School of Applied Arts Computing. Academic and administrative duties for School of Applied Arts, and for the MA degree course in Graphic Arts Multimedia. Module courses coordination and teaching of course unit: Graphic Design (GTP51). 2016-2017 sabbatical year Academic Sabbatical Year 2016-2017: guest researcher at TU/e: Technical University Eindhoven (TU/e), Industrial Design Department, Eindhoven, the Netherlands. -
The Royal College Program Directors Handbook: a Practical Guide for Leading an Exceptional Program Preface
The Royal College program directors handbook: A practical guide for leading an exceptional program Preface Consider the following tale, which will be familiar to many new program directors (PDs) in Canada: When I became a PD in 2000, I thought I knew what I was getting into. I was expecting a rewarding, challenging leadership position in education that would allow me to set a direction and provide support for a future generation of doctors. It turned out to be all of this and more; I’m thankful that the rewards far exceeded my expectations and the challenges were mitigated by a strong support network and resident cohort. But I admit that my initial experiences in the job were largely a trial by fire. I had a brief handover from my predecessor and was given a new book on the “newest thing” in residency education — CanMEDS 2000 — but other than that I was set adrift to run the residency program and seek help when needed. One resource that proved very helpful was the Royal College of Physicians and Surgeons of Canada’s annual workshop for new PDs and accreditation surveyors. I was assigned to the surveyor workshop by mistake; it turned out to be very useful, as our accreditation visit was scheduled to take place in 8 short months’ time, and I had still received no instruction on the nuts and bolts of running a program. PDs come to their positions in a variety of ways. way from peers, support staff and residents. Our own Some PDs seek out the role; others are invited to take experiences, then, prompted our desire to help others the job and either embrace the opportunity or accept prepare for their PD roles. -
RCA) Msc (Imperial College 2 Years (22 Global Innovation Design Full-Time London) Months
Programme Specification 1. General Information Award Programme Title Duration Mode of Study MA (RCA) MSc (Imperial College 2 Years (22 Global Innovation Design Full-time London) months) Royal College of Art (MA) Awarding Institutions Imperial College London (MSc) Royal College of Art Imperial College, London With placements at either: Pratt Institute in New York, U.S.A and Teaching Institutions and Keio University, Tokyo, Japan or: Tsinghua University in Beijing, China and Nanyang Technological University (NTU), Singapore. Professional Accreditation N/A Associateship of the City and Guilds of London Associateship Institute (ACGI) Qualifications Framework Level FHEQ 7 EHEA 2nd cycle Credit Value 360 CATS 180 ECTS Language of Study English Cohort Entry point Annually in September 1 Programme Specification Date of most recent validation 2010 Student cohort(s) covered by specification 2016/17 entry Programme Specification Date April 2017 2. Philosophy of the Programme The programme is founded on the belief that economic and social advancement can be achieved through innovative design. As such, GID designers are encouraged to generate and develop innovative ideas that demonstrate an awareness of commercial, social and environmental impact. The programme supports a collaborative approach that involves multidisciplinary teams working together on real world challenges, potentially also alongside commercial, public and not-for-profit sector partners. We expect our graduates to be world leading in terms of innovation within corporations, consultancies, and international innovation start-ups. The GID graduate is a unique type of innovator whose global cultural awareness combined with skills in design, technology and commerce will be a potent mix. GID graduates will be international entrepreneurs of innovation; creative, design or engineering directors leading corporate design innovation strategy. -
Exhibition Road Cultural Group (2123).Pdf
To: Sadiq Khan, Mayor of London New London Plan GLA City Hall London Plan Team Post Point 18 London SE1 2AA We welcome the opportunity to comment on the New London Plan and would be grateful if you could confirm receipt of this reponse. About us: The World’s First Planned Cultural Quarter Shared history and mission The Exhibition Road Cultural Group is a partnership of 18 leading cultural and educational organisations in and around Exhibition Road, South Kensington. Together these organisations comprise the world’s first planned cultural quarter, half of which falls within the Knightsbridge Neighbourhood Area. Created from the legacy of the Great Exhibition of 1851, and affectionately known as “Albertopolis”, this cultural quarter was established by the Royal Commission for the Great Exhibition of 1851 for the purpose of “increasing the means of industrial education and extending the influence of science and art upon productive industry”. Across its estate of 87 acres in South Kensington, the Royal Commission established three of the world’s most popular museums: The Natural History Museum, Victoria and Albert Museum, Science Museum and three colleges dedicated to arts, science and design: Imperial College London, the Royal College of Music and Royal College of Art and the most famous concert venue in the world, the Grade l listed Royal Albert Hall which was created originally as the Central Hall of Arts and Sciences. Over past century and a half, these institutions have been joined by other organisations that share the mission of promoting innovation and learning through the arts and science, including the Goethe Institut, Royal Geographical Society, Institute Français and the Ismaili Centre. -
Autumn 2015 DOWNLOAD
The International Music School founded by Yehudi Menuhin www.yehudimenuhinschool.co.uk — Registered Charity 312010 — Newsletter 62 — Autumn 2015 In particular, we acknowledge the generosity of The Oak Foundation, Sackler Trust, The Sir Siegmund Warburg Voluntary Anniversary Settlement, the Foyle Foundation, and Michael and Hilary Cowan for their transformational giving. We are thankful, too, to Appeal Update Friends of the School for leaving gifts in their wills. The School will be delighted to recognise this within our new facilities. Thanks to you, our Anniversary Appeal continues to go from Thanks to a small group of donors, the School is currently able strength to strength. Gifts and pledges from a wide range of to offer Matched Funding for every gift given between now and supporters have enabled the School to reach just over £2.5 June 2016, up to a value of £500,000. That means for every £1 million of the £3.5 million required to build and equip our new you donate, the School will double the value of your donation, Music Studios, leaving us only £920,000 to raise before the pound for pound. Naming opportunities for bursaries, rooms unveiling of the building in July 2016. We are also incredibly and equipment are still available. So, if you would like to join grateful to everyone who has contributed towards the bursaries us in our Appeal, please contact the Development Office on which help our students attend the School, irrespective of their [email protected] or telephone financial position. We would like to extend our sincere thanks 01932 584797. -
Report of the RIBA Full Visiting Board to Royal College of Art
Royal Institute of British Architects Report of the RIBA Full Visiting Board to Royal College of Art Date of visiting board: 04-05 April 2019 Confirmed by RIBA Education Committee: 14 June 2019 1 Details of institution hosting course/s (report part A) School of Architecture Royal College of Art Kensington Gore London SW7 2EU 2 Head of Architecture Group Adrian Lahoud Dean of School of Architecture 3 Course/s offered for validation MA Architecture, Part 2 4 Course leader/s Beth Hughes Head of Programme 5 Awarding body Royal College of Art 6 The visiting board David Howarth practitioner & academic / chair Hannah Vowles academic / vice-chair Alice Gordon practitioner Carlos Sanchez academic Julian Manev graduate member Sophie Bailey RIBA validation manager 7 Procedures and criteria for the visit The visiting board was carried out under the RIBA procedures for validation and validation criteria for UK and international courses and examinations in architecture (published July 2011, and effective from September 2011); this document is available at www.architecture.com. 8 Recommendation of the Visiting Board At its meeting on the 14 June 2019 the RIBA Education Committee confirmed that the following courses and qualifications are awarded full validation MA Architecture, Part 2 The next RIBA visiting board will take place in 2024. 9 Standard requirements for continued recognition Continued RIBA recognition of all courses and qualifications is dependent upon: i external examiners being appointed for the course ii any significant changes to the