Business Management Year Three

Unit of Study - Business Management 302

The following applies to Year Three Bachelor of Music students.

Unit Outlines

Unit NameBusiness Management 302: Business Skills for Musicians
Unit CodeBUSADM 302
Unit DescriptionThis unit aims to develop creative skills for the design of marketing tools, development of websites, and interactive training and performance media.
Students will develop and apply a strong understanding of the use of computer software, web platforms and protocols, and apply this effectively to perform professionally in the music industry.
Students will gain an understanding of musical collaboration using these technologies and how technology contributes to the communication of music to a broad range of audiences.
Award(s)Bachelor of Music
Unit Duration1 Semester (12 weeks)
Year LevelYear 3, Semester 2
Unit CoordinatorBernadette Norton
Teaching StaffBernadette Norton
Pre/Co-requisitesSatisfactory completion of Business Planning for Musicians 301
Unit Weighting5 credit points
Total Course Credit Points300 credit points
Mode of Deliveryx Face to face
x E-learning (online)
o Intensive/block mode (where the unit or a face to face component is delivered in a block)
x Distance/independent learning (un-timetabled)
x Full-time
x Part-time
o External
o Fast track
Student Workload
Delivery/ Contact Hours
Number of timetabled hours per week
• Lecture Theory 1 hour
• Tutorial n/a
• Personal Independent Study - 3 hours
Total hours per week - 4 hours
Resource Requirements• Software
• Computing resource requirements
• Technical Help
Resources Provided• Online streaming video and additional referencing videos.
• DVDs are available upon request and given/posted to students.
• Library resources (see prescribed or recommended texts below)

Learning Outcomes

On successful completion of this unit, students are expected to be able to:

    1. Demonstrate knowledge of using websites to operate small music businesses.
    2. Design and apply creative skills in designing and developing websites, interactive training and performance media.
    3. Understand and articulate how musical collaboration contributes to the communication of music over the Internet using instructional and performance media.
    4. Develop a sound knowledge of a range of software and web platforms to be able to create music related websites, functional interactive music training and performance media.
    5. Communicate effectively and accurately via a range of diverse mediums.

Teaching Outline

Year 3
Semester 2
Weeks 1 to 5
1. Music formats and access on the web
2. Graphic based resources
3. Successful music-related websites
4. Cross browser compatibility
5. Adobe Dreamweaver/Wix/
6. Copyright applied to websites
1. Planning a website
2. Source media
3. Develop knowledge in Dreamweaver and/or a free web creator (Wix/
4. Create a music related website that contains text, audio, video, hyperlinks, images etc.
Weeks 6 to 8
1. Auralia
2. Ear Master
3. Musition
4. Secret Composer
5. Band in a Box
6. Jammer
7. Teaching software
8. Instructional media
Weeks 9 to 12
1. Demonstration of PowerPoint, Captivate and iSpring quiz maker introduction and use
2. Further learning in incorporating hyperlinks, buttons, quiz outcomes, copyright, images, audio and video.
Create and implement ideas within previous plan and put them into software to create a question, answer and training package related to music.

Student Assessment

Assessment TypeWhen assessedWeighting
(% of total unit marks)
Learning Outcomes Assessed
Assessment 1

Type: Practical
Length: 250 words (written component); minimum of 5 web pages
Topic: Promotional Website Development
Develop a music related website that can be used for professional use in the music industry using one of the following: Adobe Dreamweaver, Microsoft Expression (replacement for FrontPage) and/or Wix/
Week 640%1, 2, 4, 5
Assessment 2
Type: Practical
Length: 500 words (written component); 50 Slides
Topic: Instructional Music Media Design Project
Develop an instructional music software design containing 50 slides training a user in a music-related topic with help guides, quizzes and training sections, incorporating video, audio, images and textual content using one of the following: Adobe Captivate, Microsoft PowerPoint, iSpring Quiz Maker or Adobe Flash.
Week 1260%2, 3, 4, 5

Prescribed and recommended readings:

Library Resources
Online Resources (books/video)
A subscription to Oxford Music Online and to Grove Music Online which includes:

  • The Grove Dictionary of American Music (2nd ed.).
  • The New Grove Dictionary of Jazz (2nd ed.).
  • The New Grove Dictionary of Music and Musicians (2nd ed.).
  • The New Grove Dictionary of Opera.
  • The Oxford Companion to Music.
  • The Oxford Dictionary of Music (2nd ed.).

Plus updated content bibliographies, specially-commissioned articles only available online.

A subscription to JSTOR Journals and books
A subscription to video tutorials

Reference Materials

Beard, M., & O’Hara, B. (2006). Music marketing, PR & image making. Rosebery, Australia: Wise Publications.

Dann, A., & Underwood, J. (2018). How to succeed in the music business. [online] EBOOKLIBRARY.WIN. Retrieved from:

DiSalvo, C.F. (2002). World wide Web interfaces and design for the emergence of knowledge. The MIT Press. JSTOR. Retrieved from:

Krasilovsky, M., Shemel, S., Gross, J., & Aitken, P. (2018). Internet, the. Grove Music OnlineOxford Music Online. Oxford University Press. Retrieved from:

Leung, C.D., Chung, C. (1997). Student achievement in an educational technology course as enhanced by cooperative learning.  Journal of Science Education and Technology. Springer.  Retrieved from:

O’Hara, B., Beard, M., & Simpson, S. (2009). Establishing a small music, entertainment or arts business. London, England: Wise Publications.

O’Hara, B., Beard, M., & Simpson, S. (2011). Artist and band management. Melbourne, Australia: Wise Publications.

O’Hara, B., Beard, M., & Simpson, S. (2006). Copyright, royalties & publishing. Rosebery, Australia: Wise Publications.

O’Hara, B., & Beard, M. (2006). Music event and festival management. Rosebery, Australia: Wise Publications.

Rudsenske, J., & Denk, J. (2004). Music business made simple. New York, NY: Schirmer Trade Books.

Sicart, M. (2009). The Ethics of Computer Games. MIT Press Scholarship Online. University Press Scholarship Online.  Retrieved from:

Simpson, S. (2012). Music business. London, England: Omnibus Press.

#Course Learning Outcomes

On completion of the course the student should be able to demonstrate:
Unit Learning OutcomesAssessments
1 A broad knowledge of the applied, theoretical and historical basis of the discipline3, 53
2A depth of disciplinary knowledge in a professionally applicable specialisation11
3An understanding of the processes of musical scholarship and research3, 43
4The ability to work both independently and collaboratively in diverse and complex musical settings3, 41, 2, 3
5Effective written, verbal and interpersonal communication skills51, 2, 3
6Critical thinking and analytical skills appropriate to a range of contexts including further study2, 31, 2, 3
7The ability to apply specific musical skills to a wide range of professional contexts2, 3, 41, 2, 3
8The capacity to apply technological and creative solutions to contemporary musical practices1, 2, 3, 41, 2, 3
9The ability to incorporate knowledge from the business and legal fields to a portfolio career in the music profession.1, 2, 3, 41, 2, 3

#Graduate Attribute
Successful completion of this unit will contribute to the attainment of the following graduate attributes:
Unit Learning OutcomesCourse Learning OutcomesAssessments
1Deep disciplinary knowledge3, 51, 2, 92, 3
2The ability to apply knowledge and skills in innovative ways1, 3, 54, 71, 2, 3
3A commitment to lifelong learning2, 33, 6, 92, 3
4Effective communication skills for diverse contexts551, 2, 3
5The capacity to work independently and collaboratively441, 2, 3