DEGREE PROFILE OF
Bachelor of Music
Major Classical Music
Degree Programme: Music
(Dutch: Muziek; Major Klassieke Muziek)
TYPE OF DEGREE & LENGTH
Single degree (240 ECTS credits/4 years)
INSTITUTION(S)
Hanzehogeschool Groningen; Prins Claus Conservatorium
(Hanze University of Applied Sciences, Groningen; Prince
Clause Conservatoire)
The Netherlands
ACCREDITATION ORGANISATION(S)
Nederlands-Vlaamse Accreditatie Organisatie, NVAO
(Accreditation Organization of the Netherlands and Flanders)
PERIOD OF REFERENCE
The programme was accredited on 1 January 2011 for a
period of 6 years.
CYCLE /LEVEL
Bachelor’s degree
QF for EHEA: 1st cycle
EQF for LLL: level 6
NLQF: level 6
LANGUAGE OF INSTRUCTION
Dutch and English
MODE OF STUDY
Full-time
A
PURPOSE
Graduates of the major Classical Music have received a high level of training which is broad-based
and well geared to the labour market. They are able to use their performing competences in
various contexts: playing solo, playing in an ensemble and an orchestra, giving music lessons and
workshops and organizing musical projects. They are also able to promote their musicianship and
take a leading role in their professional development.
B
CHARACTERISTICS
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DISCIPLINE(S) / SUBJECT AREA(S)
The main subjects in the programme are: musical
performance skills, music theory, music teaching and
entrepreneurship. Applied research is an integral part of the
courses covering the main subjects.
2
GENERAL / SPECIALIST FOCUS
The programme has a specialist focus: classical music.
3
ORIENTATION
This is a Bachelor degree with a strong applied orientation.
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DISTINCTIVE FEATURES
The Bachelor degree programme of the Prince Claus
Conservatoire (Hanze University of Applied Sciences)
distinguishes itself from similar programmes offered by other
Dutch Higher Education institutions by focusing on music in
relation to societal context.
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C
EMPLOYABILITY & FURTHER EDUCATION
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EMPLOYABILITY
Graduates of the major Classical Music fulfil positions in
professional orchestras, they play in chamber music
ensembles, teach in music schools or they run their own
(private) teaching practice; they may also undertake various
music projects, among them community art projects.
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FURTHER STUDIES
Especially successful graduates are well suited to further
professional education in the field of professional music
education: e.g. a Master of Music programme. Access to
these programmes is (generally) only possible by passing an
entrance examination.
D
EDUCATION STYLE
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LEARNING & TEACHING
APPROACHES
One to one tuition, group lessons, master classes, lectures,
skills training, self directed learning, work placement, study
career counselling and project.
2
ASSESSMENT METHODS
Performance-assessment, assignments, tests, presentation,
critical self-reflection, work placement reports, portfolios.
E
GRADUATE COMPETENCES: GENERIC AND SUBJECT SPECIFIC
Vision and creativity
The musician is artistically driven and is able to acquire opinions and beliefs in his own
professional area and to communicate these in the musical professional practice.
Communication
The musician is able to communicate his actions in different contexts effectively and efficiently and
communicate the artistic meaning of music to others.
Ability to cooperate
The musician is able to supply an active contribution to a collective product or process in
cooperation with others involved.
The Trade
The musician maintains a broad spectrum of technical knowledge and abilities that allow him to
function both within the national as the international professional context.
Analytical ability
The musician can analyse music (cognitively).
Environmental focus
The graduate is able to demonstrate that s/he is alert to developments in the society and
integrates these in his musical practice.
Entrepreneurship
The musician can independently shape a professional existence within the music world.
Innovations
The musician as a performer is able to explore his own professional area and experiment with it,
which expresses itself in the form of innovative musical processes and productions.
Acting methodically and reflectively
The musician is able to act methodically and professionally, can reflect on this and is independent,
and is able to give feedback with and to others.
Didactics
The musician as a performer can arrange and execute educative learning situations in such a way
that students are optimally stimulated to learn.
F
COMPLETE LIST OF PROGRAMME LEARNING OUTCOMES
1. Vision and creativity
The graduate of the Bachelor programme Music – Major Classical Music – is able to demonstrate
that s/he is artistically driven and is able to acquire opinions and beliefs in his own professional
area and to communicate these in the musical professional practice, i.e.
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possesses sufficient repertoire (solo/band/ensemble/chorus/orchestra) in order to be able to
function in a professional context;
is able to master new repertoire.
2. Communication
The graduate is able to demonstrate that s/he can communicate his actions in different contexts
effectively and efficiently and communicate the artistic meaning of music to others.
3. Ability to cooperate
The graduate is able to demonstrate that s/he can supply an active contribution to a collective
product or process in cooperation with others involved, i.e.
- possesses the social and communicative abilities for participation in different types of musical
collaborations.
4. The trade
The graduate is able to demonstrate that s/he can maintain a broad spectrum of technical
knowledge and abilities that allow him to function both within the national as the international
professional context, i.e.
- possesses a discerning musical imagination and applies this supportively in practical
situations;
- possesses the instrumental/ vocal competencies to bring music to life from a chosen repertoire
area, with knowledge of the historical and stylistic context.
5. Analytical ability
The graduate is able to demonstrate that s/he can analyse music (cognitively), i.e.
- is able to analyse music presented auditory and/or in written form, based on insight into
rhythmic, melodic and harmonious structures and forms, and from there can interpret and
perform it;
6. Environmental focus
The graduate is able to demonstrate that s/he is alert to developments in the society and
integrates these in his musical practice, i.e.
- creates connections between his own artistic functioning, the developments in music and the
other artistic disciplines and the societal context;
- places his musical activities in the perspective of the music from different traditions, style
periods, cultures and regions.
7. Entrepreneurship
The graduate is able to demonstrate that s/he can independently shape a professional existence
within the music world, i.e.
- is able to function as a cultural entrepreneur of his own productions.
8. Innovations
The graduate is able to demonstrate that s/he as a performer is able to explore his own
professional area and experiment with it, which expresses itself in the form of innovative musical
processes and productions.
9. Acting methodically and reflectively
The graduate is able to demonstrate that s/he is able to act methodically and professionally, can
reflect on this and is independent, and is able to give feedback with and to others, i.e.
- possesses sufficient professional knowledge, insight and experience to view and further
develop his/her own artistic performances critically, and continually evaluate the quality on this
basis;
- is able to set realistic targets, to plan and work according to plans and is able to reflect on his
actions.
10. Didactics
The graduate is able to demonstrate that s/he as a performer can arrange and execute educative
learning situations in such a way that students are optimally stimulated to learn, i.e.
- possesses didactic and methodical knowledge, insight and skills to prepare, execute and
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evaluate relevant learning situations;
is able to design both short- and long-term learning paths aimed at the possibilities and the
ambitions of the target groups;
is able to coach ensembles at the level of amateur musical practice;
is able to design or arrange playing- and practice material for different learning situations.
This DPP was finalised on 24 June 2014.
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