Man in grey and white plaid shirt with backpack and DSLR camera on hand Man in grey and white plaid shirt with backpack and DSLR camera on hand

Available with:

  • Foundation Year


Course Summary

Gain a backstage pass to the best gigs, biggest festivals, and the most spectacular club nights on the planet as you discover how to effectively capture the energy of music in words.

The Music Journalism degree at Chester will give you the best possible start for exploring the fabulous world of words and music. From early on in your course, you will hear from professional writers from a range of genres and have the opportunity to start writing and publishing reviews.

Music professionals are involved at every stage of this degree, which focuses on real-world experiences and opportunities in music journalism. Our students have enjoyed placements at Mojo and Mixmag, and our Journalism graduates have found staff positions at NME and Kerrang!

Our Programme Leader is a published academic and has reported on the music scene everywhere from Beijing to Brazil, Moscow to Marrakesh. He edited Ministry of Sound’s Ibiza magazine for two years and has also produced and presented TV and radio.

Students have access to Apple Mac suites to create magazines, video, and podcasts, as well as the chance to collaborate with students from other programmes.

Why you'll Love it


What you'llStudy

Module content:

  • Reading and writing critically.
  • Constructing and evaluating an argument.
  • Note-taking techniques for reading and listening.
  • Understanding plagiarism and academic integrity.
  • Introduction to reflective practice.
  • Preparing for, and delivering, powerpoint presentations.
  • Referencing and citation.
  • Summarising and paraphrasing written sources.
  • Literature searching.
  • Report writing.
  • The culture and expectations of higher education.
  • The assessment process including the role of assessment criteria and feedback.
  • The nature of research journal publishing.

Whilst much of the content above is generic, students will be encouraged to situate skills within the context of the undergraduate discipline they are entering, which leads to some variation in emphasis for certain skills.


Module aims:

1.To raise awareness of the range of study skills required for successful higher education studies, including the process of academic writing, reading strategies, seminar skills, organisation of time and materials, planning for and meeting deadlines, understanding and responding to feedback.

2. To introduce students to concepts such as plagiarism, academic integrity and appropriate use of artificial intelligence tools.

3. To facilitate an effective transition into higher education by exploring, and providing guidance in, the key elements of successful undergraduate studentship including students' understanding of taking responsibility for their own learning.

4. To teach students how to undertake a literature, visual or data review for their discipline and be able to differentiate between a valid, reliable source and an unsubstantiated or irrelevant source.  

Module content:

  • Research and planning skills.
  • Becoming familiar with topics that comprise their undergraduate degree subject.
  • Developing a knowledge base for a discipline of study.
  • Identifying areas of interest.
  • Application and development of critical analytical skills.
  • Development of self-directed study.
  • Use of learning resources.

Module aims:

1. To develop students' skills in planning and writing an essay.

2. To familiarise students with the process of tutor supervision for a written piece of work.

3. To give students an opportunity to focus on a topic within their undergraduate degree subject.

4. To write a piece of work that allows the student to broaden and deepen knowledge on a topic of their choice.

5. To prepare and deliver an academic poster presentation outlining the student's research topic.

Module content:

  • The 'global student' and the ‘global graduate’
  • Introduction to theories of globalization
  • Perspectives on economic, political and cultural globalization
  • Globalized media, the internet & digital tech.
  • Global economy & transnational corporations
  • International organisations & social movements
  • Migration, multiculturalism and interculturalism
  • Introduction to decolonisation & education
  • International security and security issues
  • Introduction to international relations theory

Module aims:

1. To explore issues of global significance.

2. To develop and apply skills in critical thinking, research and communication and apply these to debates within the module's topics.

3. To deconstruct and reconstruct arguments by researching global issues.

4. To develop an awareness of global justice debates.

Module content:

  • An introduction to creative and critical thinking concepts
  • Considering credibility; belief and truth
  • Identifying how language is used for persuasion
  • Identifying how image is used for persuasion
  • Recognising how media is used for manipulation
  • An introduction to advertising and marketing techniques
  • Representation and misrepresentation of data
  • Applying critical thinking skills to contemporary media and technology

 


Module aims:

1. To introduce approaches to analytical and critical thinking.

2. To develop an understanding of critical thinking when applied to language, image, traditional and online media.

 

Module content:

 

  • Introduction to semiotics and visual language
  • Emerging trends: environment and interiors
  • The birth and evolution of cinema
  • The human commodity: advertising, celebrity and reality television
  • Introduction to postmodernism and popular art
  • Photography as social commentary
  • The internet and digital spaces

 


Module aims:

1. To develop students' understanding of western civilization through an understanding of that civilization's visual texts.

2. To develop students' abilities to communicate orally, visually and through academic writing.

3. To develop students' interpretative abilities through the promotion of skills of visual interpretation.

 

 

Module content:

  • Introduction to the ways that narrative and stories are important in different cultures and contexts
  • Introduction to methods of interpreting narratives and stories
  • Introduction to key stories and narratives that have shaped cultures
  • Introduction to how stories and narratives can change or influence cultures
  • Introduction to how stories and narratives are constructed and reconstructed in the twenty-first century
  • Introduction to skills in reading texts

Module aims:

  1. To develop an awareness of a number of key narratives and stories that have influenced cultures
  2. To understand the various roles that narrative and story-telling have in different cultures and contexts
  3. To understand the ways that cultures construct meaning through narrative and story-telling
  4. To develop skills in reading and interpreting narratives and stories
  5. To develop skills in the close reading of texts

Year 1 provides a grounding in areas such as news reporting and the law and ethics that surround journalism. You will also study more music-oriented modules.

Module content:

This introductory module will present students with a variety of experiences designed to ease them into the dynamic world of journalism. 

Teaching may include guest speakers working in journalism, opportunities to report on live events (e.g., matches, games, live performances, music gigs, court visits) and other activities specific to the student's chosen journalistic specialism.

It will enable students to learn soft skills like note-taking and listening as well as core skills like interviewing as they produce material for a group publication.  

The module also supports basic pedagogic competencies like referencing and internet and library research which will provide a foundation for further study. 


Module aims:

The aims of the module are as follows: 

  • To introduce students to a range of practices of the journalism industry
  • To enable students to understand the current context of the journalism industry
  • To ensure students have an understanding of Higher Education skills by helping them engage with basic academic inquiry, presentation of work, referencing and writing.

Module content:

This core module provides an introduction to the key aspects of law and ethics regarded as essential for journalists to do their work properly.

It covers the principle legal and ethical frameworks and processes that affect journalists in their professional practice and is therefore vital for every student who aspires to a media career.

Subject areas include, court reporting, contempt, defamation, privacy, journalism/media ethics and regulatory codes.


Module aims:

The aims of this module are as follows: 

  • To enable students to develop an effective knowledge and understanding of legal and ethical regulations relevant to journalism.
  • To provide students with knowledge and understanding of the key areas of law in England and Wales relevant to journalism practise.
  • To provide students with knowledge and understanding of the ethical frameworks England and Wales relevant to journalism practise.
  • To enable students to apply theoretical understanding of the legal and ethical issues involved in journalistic production and reporting to practical settings.
  • To encourage students to make connections between practise, the law and ethics in the context of journalism.

 

Module content:

This module challenges students to engage with newspaper and digital reporting in line with the requirements of a contemporary converged newsroom. 

It includes timetabled real-time "live" news days, where students source stories, undertake research, conduct interviews and deploy the skills introduced in earlier modules.

Students are introduced to a simulated newsroom environment where they will produce a variety of time-sensitive web content for publication on a dedicated website, as well as developing basic sub-editing skills. 

The emphasis will be on forward planning, time-keeping, adherence to deadlines, legal and ethical awareness and quality of work.

Students can research and interview stories from their specialism (e.g., sport, music).


Module aims:

The aims of the module are as follows: 

  • To challenge students to generate and develop coherent pieces of journalism in a pressurised but supportive newsroom context
  • To support students to build their existing journalistic experience and put them into play in a new, stimulating environment
  • To enhance students' understanding of the demands of a newsroom and the online news cycle

Module content:

This module, which focuses on hard news writing and audio-visual storytelling, provides students with a foundation in practical journalism. 

A series of lectures and activities teach the basics of writing hard news, mobile journalism
(MOJO), journalistic social media use and feature-writing. 

The module offers an introduction to basic photography and audio-visual skills as well as design, social media and multimedia content management for a live online platform.

Students on specific journalism pathways will be supported to follow their subject interests (e.g., music, sport). 


Module aims:

The aims of the module are as follows:  

  • To provide students with an opportunity to gain practical journalism skills relevant to specified media platforms
  • To enable students to develop an understanding of adapting conventional journalism to specified contexts, e.g., social media
  • To introduce and develop students' multimedia storytelling skills

Module content:

This key music journalism module focusses on three main areas as follows: 

A focus on the specific demands of journalistic reviews in the context of live performance and recorded music. This content will reflect the practical aspects of the role of a music journalist and will aim to recreate a number of the settings that music journalists would routinely face, including reviewing concerts. Traditionally this role has been a print-based one, but increasingly broadcast, the web and social media is seen more and more as a vital component of music journalism’s future (and present).

An introduction to the key theoretical approaches to the study of music journalism, and to stimulate reflection on the role of music journalists today. It will examine how music journalism has developed, by highlighting the historical aspects that have shaped the role and do so by investigating key writers and publications.

An overview of content relating to popular music genres, popular music history and the impact of technology on the popular music of the 20th and 21st centuries.


Module aims:

The aims of the module are as follows: 

  • To provide students with a broad introduction to both the history of popular music and popular music journalism
  • To encourage the exploration of the history and role of technology in the production and consumption of popular music
  • To enable investigation of the role of the music journalist in both a historical context and specifically in the current, converged media landscape. 

In Year 2, you will study music writing and the cultural politics of music journalism. You will also have the opportunity to undertake work-based learning.

Module content:

Part A:      

Preparation for Experiential Overseas Learning will take place at the university of Chester during level 5 and will include:  

  • The multiple facets of Global citizenship
  • Ethical engagement and practice
  • Cross-cultural issues and sensitivity
  • Intercultural communication

Theories, models and strategies of learning

  • Theories and models Intercultural competence
  • Theories and models of Integration and Multiculturalism
  • Critical thinking skills and models of Reflection
  • Experiential learning models
  • Self-directed experiential learning

Personal and placement-related skills

  • Enhanced independence
  • Improved command of multicultural behaviour
  • Increased knowledge and confidence in their individual facets of personal identity
  • Effective time management and organisational skills
  • Project management – working away from University and independent study
  • Self-management and personal development
  • Team building and team work

Part B:            Overseas

Students will engage in experiential learning activities overseas for at least 150 hours 


Module aims:

The purpose of this module is to enhance students’ prospects of completing an overseas placement to the best of their ability consequently it aims to:

  • To equip participants with appropriate knowledge and skills to study or work in a different cultural, linguistic and/or social environment; enhancing ethical, cultural and intercultural awareness.
  • To enhance students understanding of the ethical issues related to living and working abroad.
  • To increase students Global Citizenship skills
  • To provide an opportunity for students to reflect critically on their experience of living and learning within an unfamiliar culture, to their 'home' culture or ethnic group.

To challenge students to learn about themselves as global citizens in terms of life skills, career choices and academic development outside the classroom.

Module content:

Preparation for the year abroad will take place in Chester during level 5 and will include:

  • Cross-cultural issues and sensitivity
  • Host-country orientation, study methods– economic, political and social reality of the country
  • Orientation specific to exchange – health, education, gender issues
  • The United Nations Sustainable Development Goals
  • Practical matters relating to living and studying in the wider world

Theories, models and strategies of learning

  • Critical thinking skills, experiential learning       and models of reflection

Personal and placement-related transversal skills

  • Effective self-motivation and independent resourcefulness
  • Effective time management and organisational skills
  • Project management – working away from University and independent study
  • Self-management and personal development

Whilst abroad:

Students will undertake study at one of UoC’s partner universities; it is expected that students will choose a series of modules at the university abroad, which equal a full-time study load. This must be agreed by the host institution and the International Tutor. Students must supply details of their courses/modules on a learning agreement within 4 weeks of arrival at the host university, note students who fail to supply this within 4 weeks may have the opportunity withdrawn.


Module aims:

  1. To experience academic life in country outside of the EU, enhancing cultural and intercultural awareness and increasing transversal skills.
  2. To reflect on the impact of the experience in their destination on one’s own personal, academic and professional development.
  3. To engage with the experience of study at a partner university to gain extensive first-hand knowledge and understanding of the relevant society from the perspective of the resident.
  4. To further develop independent learning techniques.
  5. To foster critical evaluation.

Module content:

This module allows students to spend several weeks working on one major project working in a professional, 'simulated real world' working environment. Students will plan, execute and evaluate their work for the selected context appropriate to the programme of study.

The experiences gained in this module are invaluable to those students who see themselves working in their chosen field in the future. The staff teaching on this module bring a wealth of professional experience which they use when supervising the project work of the students.

The exact role of each student will vary according to the project undertaken, (and often with outside agencies) under staff supervision or direction. All work created will be designed to emulate best professional practice.


Module aims:

The aims of the module are as follows: 

  • To provide opportunities for students to engage with the processes necessary for the realisation of practice based work, drawing on and further developing skills gained in previous modules.
  • To approximate the demands of professional practice in making and delivering the work created, in order to prepare students for the greater autonomy expected at Level 6.
  • To enable students to contextualise their experiences in relation to current theoretical debates
  • To encourage students to consider longer term plans for their own career development as makers and producers of collaborative work in diverse contexts.

Module content:

This module explores the impact of social media on the political process, and on mainstream journalism itself. It takes a broad approach to the topic, looking at the issues through various lenses - from current affairs through to music and sport. 

The multiple ways in which social media has impacted the public sphere is core to the module, which takes a global approach to the topic - exploring varied geopolitical contexts.

The changing relationship between all forms of media organisations and their audiences as a result of the increasing dominance of social media platforms is central to the module.


Module aims:

The aims of the module are as follows: 

  • To encourage students to explore the impact of social media on traditional journalism of all kinds, including the changing relationship between news organisations and audiences and the potential implications for the 'fourth estate' function of the media.
  • To allow students to assess the impact of social media on the public sphere and mainstream media in varied geopolitical contexts.
  • To allow students to consider the changing nature of the relationship between journalism and the audience in the context of multiple social media platforms, through both theoretical and practical channels.

Module content:

The module is intended to further develop expertise in the researching, generating and communication of news, enabling students to build on and extend skills acquired at Level Four to produce a cohesive portfolio of features.

Students will use a range of media techniques such as writing and audio/visual techniques, typically including news features and profiles in the context of, for example, an investigation or campaign.

Students will also be expected to be aware of legal, social and ethical constraints and the impact of audience, medium, market and available sources.


Module aims:

The aims of the module are as follows: 

  • To build on what students have learned at level four and introduce more specialised elements, including photography and feature-style video and audio.
  • To introduce students to literary journalism and encourage the development of deeper, more immersive storytelling skills
  • To introduce students to hyper-specialism, genre and niche audiences

Module content:

This module focuses on: 

The development of the multimedia skills needed in a contemporary newsroom.

Multi-platform production: sourcing, writing, filming, recording and editing stories for tv/audio/online broadcast platforms. For example, populating news websites, shooting video news reports and making audio podcasts.

Processes and issues in broadcast journalism practice, such as convergence, law and ethics.


Module aims:

The aims of the module are as follows:   

  • To give students opportunities to develop skills in writing, reporting and production in a contemporary converged newsroom.
  • To enable students to employ the necessary skills to use broadcast journalism industry-standard hardware and software.
  • To facilitate the implementation and management of news production techniques across a range of platforms.

Module content:

This module explores the links between place, identity, media and popular music in both a local and global context. It will examine the impact of music journalism on the geographical spread and hybridisation of popular culture via a synthesis of media theory, cultural theory and cultural geography. 

The roots of British popular music in both urban and rural locations will be investigated, using as a starting point the transformations of industrialisation, the associated development and expansion of journalism, and the consequent implications for the development of popular music.

Global routes of music will also be traced, analysing the hybridisation of differing genres as music moves around the world, often assisted by press coverage, underpinned by one overarching context: the evolution of media technology.


Module aims:

The aims of the module are as follows: 

  • To allow students to understand the links between place, music and wider culture.
  • To help students evaluate how far the cultural symbolism of place is created through journalistic portrayal.
  • To enable students to trace the role of journalism and media technology in the origin and spread of various musical genre

Module content:

Music journalism attempts to persuade readers about the value of popular music in particular contexts. This module draws on discourse analysis to consider how writers have stated their cases persuasively. In particular, it critically examines how discourses such as romanticism, or about topics such as authenticity, race or gender, shape classic and contemporary journalistic accounts that discuss performers, recordings or genres. 

The cultural politics module aims to put its music writing case studies their own particular contexts. To do this it introduces and draws on academic fields such as discourse analysis, popular music research and cultural studies. This makes the module interdisciplinary. It is about popular music journalism, but that cannot be separate from the place of popular music culture in society.

The module progresses in two parts. In the first, students consider classic examples of music writing, some of which came from famous music writers and commentators. In the second part, students choose their own music writing case studies, and use discourse analysis to develop critical insights explaining how each writer is persuading their audience.


Module aims:

The aims of the module are as follows: 

  • To provide students with the tools to understand how specific examples of music journalism are products of wider social contexts.
  • To encourage students to investigate examples of music journalism and understand them as texts.
  • To encourage students to examine how music journalists actively use their voices to make critical interventions in the public sphere.

Module content:

This module will provide an overview of academic research methods in the field of media, communication and journalism studies and its relevance to  journalistic research practise. 

Skills will be introduced to facilitate the analysis of social science research for academic and journalistic purposes and in preparation for advanced academic and industry projects such as academic dissertations practical projects. 

Key techniques will be introduced to enable students to generate and conduct primary and secondary research as well as interpret and present findings.


Module aims:

The aims of the module are as follows: 

  • To provide an overview of key research methods in journalism and media studies.
  • To introduce a range of techniques used in generating and conducting primary and secondary research.
  • To enable students to interpret research findings and present them.
  • To ensure students are able to evaluate current academic research and identify gaps in the literature that could potentially be addressed in dissertations or major projects.

Module content:

Pre-placement:

  • Structured approaches to researching, selecting and securing a suitable work placement relevant to the student’s interests and career aspirations*.
  • Writing an effective CV. Constructing a letter of application.*
  • Interview skills.*

 *Note: Students are required to undertake these pre-placement tasks during term 1 level 5, as part of the placement acquisition process and will be supported by the Work Based Learning team and the Careers and Employability department.

 Induction Programme and Placement:

  • The organisational context: research-informed analysis of the placement organisation’s aims, structure, culture.
  • Self- assessment of needs: identification of the range of transferable skills, competencies and attitudes employees need and employers expect graduates to possess. (Employability Skills: e.g. verbal and written communication, analytical / problem solving capabilities; self-management; team working behaviours; negotiation skills; influencing people; positive attitude, resilience, building rapport).
  • Devising a strategy for integrating into the workplace and work based teams
  • Completion of online assignment tasks covering sourcing and obtaining placement; health and safety procedures in general; general workplace integrity; placement requirements. 

During and post-placement: Learning effectively in and from the workplace:- 

  • Devising and implementing strategies to improve own approach and performance
  • Critical analysis/evaluation of approach to skill development and performance in the workplace;
  • Influencing the Placement Provider’s appraisal;
  • Devising an action plan to develop gaps in transferable skills based on the placement experiences;

Module aims:

This module aims to enhance students’ prospects of gaining graduate level employment through engagement with a University approved work placement**, which will enable them to:

  • Develop their understanding of workplace practice and lifelong learning;
  • Enhance their work readiness and employability prospects through development of transferable skills;
  • Take responsibility for their own learning and acquisition of workplace employability skills;
  • Articulate, in writing, their employability skills.

Year 3 will involve an insight into the music industry and publicity. You will also have the opportunity to develop an area of interest into a larger piece of work.

Module content:

This self-directed module allows students to initiate and develop their own major project ideas appropriate to their discipline of study. Students at this point in their studies are often very focussed on their ultimate work aspirations, and this module helps them to gain 'graduate trajectory' to enable them to better move into their chosen profession as seamlessly as possible when they have finished their studies.  

After the initial lectures, students decide on the content of their module, and pitch this to staff by way of project proposals. Students then receive tutorial support throughout the year and agree the form that their assessment will take. Students are encouraged to work with others, often across subject areas where this works for the project.

This exciting project helps to promote the ideas of student independence, project management and professional practice.


Module aims:

The aims of the module are as follows: 

  • To promote the development of personal discourse and its practice
  • To promote the underpinning of practice with a strong theoretical framework
  • To enable the emulation of professional practice in taking responsibility for small scale projects from conception to realisation.

Module content:

This module gives the student the opportunity to research in depth and write at length about a topic of their own choice.


Module aims:

The aims of the module are as follows: 

  • To enable the student to identify and independently pursue a suitable research topic derived from the content of the programme of study
  • To encourage the student to apply appropriate methods and theories to the selected topic under consideration
  • To provide the opportunity for the student to articulate their thinking.

Module content:

This module will extend the student’s experience of journalistic practice developed thus far, and consolidate and deepen any experience gained during their career to date, culminating in the production of an exciting and engaging magazine that would suit real-world publication.  

The module will therefore develop specialised production skills required for producing magazines, across a number of distinct subject areas. The module intends not to be prescriptive in the type of publication that can be produced - in essence, the student can produce a magazine based on any subject of their own interest - although will time will be spent in the initial stages of the module guiding the students towards what is a viable publication.

Although this module is designed to be all encompassing in terms of developing all the requisite creative and production skills,  it will not lose sight of the key knowledge developed in previous modules, including journalistic writing and research; subbing; layout and design. The student will leave the module with dynamic media skills in both writing, design and photography that will benefit them in a contemporary, converged media environment.  They will also leave the module with a relevant artefact they can take with them as evidence of the quality of their work.


Module aims:

The aims of this module are as follows: 

  • To ensure students adhere to the guiding principles needed to produce magazine publications and associated content
  • To enable students to operate in a defined working structure to function as a journalist and editor in the creation of a magazine publication
  • To develop and extend the understanding of appropriate software
  • To extend skills in writing, design and photography

Module content:

Journalism increasingly relies on risk to generate public interest in a fragmented media marketplace. This tendency has worsened since the advent of social media, but is rooted in the long-established media framing of 'moral panic'. It is governed by prevailing news values and might focus on pandemics, paedophilia or terrorism – whichever dominates the news agenda at any given time. 

This module will examine and critically evaluate these issues from an ethical perspective, by analysing and reflecting on press and broadcast coverage of various ‘risks’, as well as related issues of agenda-setting and public opinion.

The culture clash between journalism and science, faith and reason, populism and centrism, is an increasingly important part of the wider public agenda. The media is criticised for distorting risk issues by its urge to sensationalise, thereby frequently distorting the public response - and an ethical approach to the topic is urgently needed. 


Module aims:

The aims of this module are as follows: 

  • To enable students to examine the ethical dimensions of contemporary journalistic practice
  • To provide opportunities for the analysis of relevant theory, including moral panic and risk
  • To encourage students to consider and evaluate the effects on the wider public and political sphere of this form of journalism
  • To give students the skills to analyse media coverage of science in the context of social media and political populism

Module content:

This module is positioned at the leading edge of wider changes to the media and political landscape. It will allow students to look afresh at the 'crisis' in public communication and journalism, and requires them to implement feasible sustainable solutions. 

Interpretations of the contemporary media industry tend to leave the social and environmental dimensions of journalism aside, but this module directly addresses them, viewing them as an essential part of the long term survival of the industry.

The module acknowledges contemporary economic realities but requires students to seek opportunities within the new paradigm, as freelancers or entrepreneurs operating their own media companies. lt is designed to build on the traditional journalistic skills developed during the early part of their career and offer students the opportunity of becoming their own media outlets, offering services for external clients.


Module aims:

The aims of this module are as follows: 

  • To equip students with the creativity, resilience and entrepreneurial instinct required for working in the contemporary media environment.
  • To examine sustainability and environmental awareness as a means of reinvigorating the industry and the wider public sphere.
  • To encourage students to interrogate the concept of sustainability in the context of the wider media.
  • To ensure students have appropriate knowledge to enable them to understand how to formulate feasible, fully-costed client-orientated sustainable business proposals.

Module content:

This module will focus on building an understanding of the dynamic world of public relations, a key form of persuasive modern communication when it comes to the music industry. This will be explored in the specific context of music PR, also recognising that the linkages between PR and marketing are central to contemporary music journalism, with many potential crossovers. The module will encourage students to explore these links in both the practical and theoretical sense, firstly teaching the basics of running a PR campaign, and then directing those skills towards a real-world music client.  

Students will be encouraged to get involved in the local music community: a central part of this module will involve the written promotion of a real or virtual music event, within the student and/or wider community. Contributing to the campaign will be tuition in areas such as viral marketing techniques, social media, and both on and off-line marketing techniques.

The module will exploit the programme's collaborative links with local live music venues, bands and other artists to allow students to use their journalistic and PR skills to promote real music clients. This module thereby has the benefit of being both outward-looking, with a very practical base to the study, while also enabling the students to develop important key skills relevant to the modern music industry.


Module aims:

This aims of this module are as follows: 

  • To explore the role of public relations in the contemporary music industry.
  • To guide students' knowledge and understanding of the creation of a promotional document connected to a music client.
  • To enable students are able to analyse the relationship between different markets, and styles of writing, within genres of music.
  • To engender an understanding of the place of music PR within the wider context of music journalism and the music industry.
BA (Hons) Music Journalism

BA (Hons) Music Journalism

Who you'll Learn from

Dr Simon Morrison

Senior Lecturer and Programme Leader for Music Journalism
Dr Simon Morrison

Mark Hannaby

Senior Lecturer in Journalism
Mark Hannaby

Dr Mark Duffett

Associate Professor
Dr Mark Duffett

Ato Erzan-Essien

Programme Leader for: Sports Journalism, Single and Combined Honours Journalism, and MA Journalism
Ato Erzan-Essien

How you'll Learn

The course typically starts with five to six separate modules, although through the years you will find more choice, and more chance to engage with larger modules for a dissertation or production project.

Beyond the Classroom

On this course, you have the opportunity to spend five weeks working for a host organisation via our innovative Work Based Learning module. You’ll have the chance to test-drive a future career, boost your CV and gain real work experience.

On this course, you’ll have the opportunity to undertake an Experiential Learning module, where you’ll apply what you’ve learnt on the course to real life scenarios and projects.

Our Experiential Overseas Learning module offers a unique opportunity to participate in a short-term placement around the world.

This course offers the exciting opportunity to study abroad for a full academic year at one of our bilateral exchange partners or through ISEP (International Student Exchange Programs), a network of over 300 additional higher education institutions worldwide.

Entry Requirements

104 UCAS points

UCAS

104 UCAS points

GCE A Level

104 UCAS points from GCE A Levels or equivalent. Typical offer - BCC/CCC

BTEC

BTEC Extended Diploma: DMM

T Level

Pass (C or above on the core)

Irish / Scottish Highers

Irish Highers - H3, H3, H3, H4, H4

Scottish Highers - BBBB

International Baccalaureate

26 points

Access requirements

Access to HE Diploma, to include 45 credits at level 3, 30 of which must be at Merit

OCR

OCR Cambridge Technical Extended Diploma - DMM

Extra Information / General Entry Requirements

Welsh Baccalaureate Advanced and A level General Studies will be recognised in our offer. We will also consider a combination of A Levels and BTECs/OCRs.

Applicants will be required to attend an interview/workshop day.

Students from countries outside the UK are expected to have entry qualifications roughly equivalent to UK A Level for undergraduate study and British Bachelor's degree (or equivalent) for postgraduate study. To help you to interpret these equivalents, please click on your country of residence to see the corresponding entry qualifications, along with information about your local representatives, events, information and contacts.

We accept a wide range of qualifications and consider all applications individually on merit. We may also consider appropriate work experience.

English Language Requirements

  • IELTS Academic: Undergraduate: 6.0 (minimum 5.5 in each band)
  • Postgraduate: 6.5 (minimum 5.5 in each band)

For those who do not have IELTS or an acceptable in-country English language qualification, the University of Chester has developed its own online English language test which applicants can take for just £50.

For more information on our English Language requirements, please visit International Entry Requirements.

72 UCAS points

UCAS

72 UCAS points

GCE A Level

72 UCAS points overall including a D at A-level

BTEC

BTEC Extended Diploma: MMP

T Level

Pass (D or E on the core)

Irish / Scottish Highers

Irish Highers - H4, H4, H4, H4, H4

Scottish Highers - CCDD

International Baccalaureate

24 points

Access requirements

Access Diploma – Pass overall

OCR

OCR Extended Diploma: MMP

Extra Information / General Entry Requirements

  • Welsh Baccalaureate Advanced and A level General Studies will be recognised in our offer. We will also consider a combination of A Levels and BTECs/OCRs. If you are a mature student (21 or over) and have been out of education for a while or do not have experience or qualifications at Level 3 (equivalent to A Levels), then our Foundation Year courses will help you to develop the skills and knowledge you will need to succeed in your chosen degree.

Where you'll Study Exton Park, Chester

Fees and Funding

£9,250 per year (2024/25)

Our full-time undergraduate tuition fees for Home students entering University in 2024/25 are £9,250 a year, or £1,540 per 20-credit module for part-time study.

The University may increase these fees at the start of each subsequent year of your course in line with inflation at that time, as measured by the Retail Price Index. These fee levels and increases are subject to any necessary government, and other regulatory, approvals.

Students from the UK, Isle of Man, Guernsey, Jersey and the Republic of Ireland are treated as Home students for tuition fee purposes.

Students from countries in the European Economic Area and the EU starting in or after the 2021/22 academic year will pay International Tuition Fees.

Students who have been granted Settled Status may be eligible for Home Fee Status and if eligible will be able to apply for Tuition Fee Loans and Maintenance Loans.

Students who have been granted Pre-settled Status may be eligible for Home Fee Status and if eligible will be able to apply for Tuition Fee Loans.

Irish Nationals living in the UK or Republic of Ireland are treated as Home students for Tuition Fee Purposes.

£13,950 per year (2024/25)

The tuition fees for international students studying Undergraduate programmes in 2024/25 are £13,950. 

This fee is set for each year of study. All undergraduate students are eligible for international and merit-based scholarships which are applicable to each year of study.  

For more information, go to our International Fees, Scholarship and Finance section.

Irish Nationals living in the UK or ROI are treated as Home students for Tuition Fee Purposes.

Your course will involve additional costs not covered by your tuition fees. This may include books, printing, photocopying, educational stationery and related materials, specialist clothing, travel to placements, optional field trips and software. Compulsory field trips are covered by your tuition fees.

If you are living away from home during your time at university, you will need to cover costs such as accommodation, food, travel and bills.

The University of Chester supports fair access for students who may need additional support through a range of bursaries and scholarships. 

Full details, as well as terms and conditions for all bursaries and scholarships can be found on the Fees & Finance section of our website.

Your Future Career

Careers service

The University has an award-winning Careers and Employability service which provides a variety of employability-enhancing experiences; through the curriculum, through employer contact, tailored group sessions, individual information, advice and guidance.

Careers and Employability aims to deliver a service which is inclusive, impartial, welcoming, informed and tailored to your personal goals and aspirations, to enable you to develop as an individual and contribute to the business and community in which you will live and work.

We are here to help you plan your future, make the most of your time at University and to enhance your employability. We provide access to part-time jobs, extra-curricular employability-enhancing workshops and offer practical one-to-one help with career planning, including help with CVs, applications and mock interviews. We also deliver group sessions on career planning within each course and we have a wide range of extensive information covering graduate jobs and postgraduate study.