Business Management Year Three
Unit details for Semester Two
Unit of Study - Business Management 302
The following applies to Year Three Bachelor of Music students.
|Unit Name||BUSINESS SKILLS FOR MUSICIANS|
|Unit Code||BUSADM 302|
|Unit Description||In this Unit students will:
• Business Skills for Musicians develops students’ knowledge, research, critical thinking, problem solving and creative skills.
• This unit prepares the student for the music industry with knowledge and skills in developing professional websites.
• Students will develop technical skills in using a range of software platforms for developing training and performance media to promote their careers.
|Award(s)||Bachelor of Music|
|Unit Duration||1 Semester (12 weeks)|
|Year Level||Year 3, Semester 2|
|Unit Coordinator||Bernadetten Norton|
|Teaching Staff||Bernadetten Norton|
|Pre/Co-requisites||Satisfactory completion of Business Planning for Musicians 301|
|Credit Points||5 credit points|
|Mode of Delivery||x 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 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)
This 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.
On successful completion of this unit, students are expected to be able to:
- Demonstrate knowledge of using websites to operate small music businesses.
- Design and apply creative skills in designing and developing websites, interactive training and performance media.
- Understand and articulate how musical collaboration contributes to the communication of music over the Internet using instructional and performance media.
- 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.
- Communicate effectively and accurately via a range of diverse mediums.
|Weeks 1 to 3|
1. Media on the internet
2. Research music-related media
3. Plan performance structure and performers
4. Copyright applied to media
1. Create video synchronising blended vocal harmony/instrumental parts performance utilising Video Maker software
2. Plan and create content for a music-related website
3. Use storyboard methods to present work
4. Introduction to and use of web designer software
|Weeks 4 to 6|
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/Web.com
6. Copyright applied to websites
1. Further use of Dreamweaver and/or a free web creator (Wix/web.com)
2. Create a music related website that contains text, audio, video, hyperlinks, images etc.
|Weeks 7 to 9|
|RESEARCH and PLAN INSTRUCTIONAL MEDIA
2. Ear Master
4. Secret Composer
5. Band in a Box
7. Teaching software
8. Instructional media
|Weeks 10 to 12|
|CREATE INSTRUCTIONAL MEDIA
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.
|Assessment Type||When assessed||Weighting|
(% of total unit marks)
|Learning Outcomes Assessed|
| Assessment 1|
Create a professional video that demonstrates performance skills for 1 song with 6 vocal harmony/instrumental video segments, utilizing synchronization skills to blend parts into one video. Students can collaborate with other students to create performance parts, however two parts from the student is required minimum.
|Week 3||20%||2, 3,5|
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/Web.com.
|Week 6||30%||1, 2, 4, 5|
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 12||50%||2, 3, 4, 5|
Prescribed and recommended readings:
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 Lynda.com video tutorials
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 Online. Oxford 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:
|Unit Learning Outcomes||Assessments|
|1||A broad knowledge of the applied, theoretical and historical basis of the discipline||3, 5||3|
|2||A depth of disciplinary knowledge in a professionally applicable specialisation||1||1|
|3||An understanding of the processes of musical scholarship and research||3, 4||3|
|4||The ability to work both independently and collaboratively in diverse and complex musical settings||3, 4||1, 2, 3|
|5||Effective written, verbal and interpersonal communication skills||5||1, 2, 3|
|6||Critical thinking and analytical skills appropriate to a range of contexts including further study||2, 3||1, 2, 3|
|7||The ability to apply specific musical skills to a wide range of professional contexts||2, 3, 4||1, 2, 3|
|8||The capacity to apply technological and creative solutions to contemporary musical practices||1, 2, 3, 4||1, 2, 3|
|9||The ability to incorporate knowledge from the business and legal fields to a portfolio career in the music profession.||1, 2, 3, 4||1, 2, 3|