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Learning environment

Student support​

The main hub of student support is the Academic Administration and Support (AAS) team, managed by the Academic Registrar. The Registrar also administers the Appeals and Complaints procedures and can be contacted for advice in either of these areas. If you have a complaint about the service or information provided by the Royal Conservatoire you should consult the Complaints Handling Procedure, which is included in the Royal Conservatoire's Regulations, Codes of Procedure and General Rules.

You can access a wide range of support services via the Portal:

Improving the programme​

We value your opinions, and have put in place a number of systems that allow us to both gather feedback and ensure that it is acted on appropriately.

Each year at least two student representatives are elected as members of the Postgraduate Music Programmes Committee, which is responsible for monitoring, evaluation and reviewing how the Programme is being delivered. The Committee meets three times a year, with the third meeting being an Open Forum to which all students on the programme are invited.

Feedback on the programme can be made via the online Postgraduate Music Student Suggestion Box.

Beyond the programme itself, all of the Departments within the School of Music have their own feedback mechanisms, and there are also Conservatoire-wide mechanisms, such as the Student Experience Forum co-chaired by the Student Union President and the Assistant Principal.

Internationalisation​

As musicians we are fortunate to inhabit a discipline that has the potential to transcend linguistic and cultural barriers while at the same time representing our various identities at the deepest level. The postgraduate programmes in the School of Music attract a diverse population of international students from many different countries across the world: in a typical year, roughly one third of the total cohort may be from outside the UK. The programme also offers a range of opportunities for students to take part in international exchange programmes.

As an institution, the Conservatoire is strongly committed to maintaining an international outlook. More information can be found on the portal sites noted below, or you can contact international@rcs.ac.uk.

Work-based learning​

The programme has practice at its core and is delivered in a proto-professional environment. In a very real sense, therefore, all learning will be predicated upon (near) professional experience. Nevertheless, and in that context, external placements may also provide a valuable learning experience.

Placements connected with your core discipline will typically be available on a competitive basis through audition. Such placements may on occasion offer opportunities for assessment.

Health and safety, safe space​

The Royal Conservatoire of Scotland is fully committed to creating an environment where all staff and students treat each other fairly and with mutual respect, and to providing an environment where all students and staff are free from discrimination and intimidation.

The following Safe Space Statement applies to all activity happening within the Conservatoire, from early years classes to our Masters programmes.

Everyone working and learning together in this room is entitled to do so in a safe space: a space free of bullying and harassment of any kind. We will honour our differences and collaborate in the true spirit of ensemble, promoting creative challenge whilst retaining the utmost respect for each other. We will treat one another with courtesy and respect at all times, and if we are subjected to or witness bullying or harassment we will speak out knowing that our voices will be heard and we will be taken seriously. We will actively promote a positive, optimistic and mutually supportive approach to work and study. Together we can create a Safe Space.

The policies and procedures governing the health, safety and wellbeing of staff and students are comprehensive and thorough:

Within the School of Music we take particular care over the risks to hearing. All students are given free personal protection equipment in the form of high-quality earplugs suitable for musical use, as well as specific teaching and learning in this area as part of the programme of study.

School of Music Health, Safety and Wellbeing Action Group is convened by Alistair MacDonald, who will be happy to listen to any concerns raised by students. A.MacDonald@rcs.ac.uk

Equality and diversity​

We welcome a diverse population of staff and students. Further, we are committed to promoting equality in all of our activities and we aim to provide a performing, learning, teaching, working and research environment free from unlawful discrimination against applicants, staff and students on the grounds of gender (actual or perceived), sexual orientation, disability, race, colour, nationality, national or ethnic origin, marital status, age and actual or perceived religious or similar belief.

The Conservatoire fosters a learning, teaching, research and working culture which not only supports diversity, inclusion and equity but indeed requires those principles. We are thoroughly committed to the promotion of equal opportunities across all of our functions and practices including those of learning and teaching, employment, representation, decision making, and procurement and partnerships.

The Conservatoire is committed to ensuring that those from all backgrounds feel able to apply to study with us. Applicants who have been looked after at home, in residential care, foster care or kinship care can access support via the International and Student Experience team at welfare@rcs.ac.uk. Provisions are also made for Estranged Students and Student Carers.

More information about the work of the School and the Conservatoire in these areas may be found on both the main RCS website and the Portal:

Learning resources​

The School of Music has access to a large number of purpose-built practice rooms and other rehearsal spaces that are available to students on the programme. You will have a personal quota of practice time that you can book through the Asimut timetable: larger rehearsal rooms may be booked through your Department.

There are three recording studios: studio A is staffed by a professional recording engineer, while studios B and C may be booked for student use following a short induction.

The Whitaker Library offers a comprehensive collection of material in support of the studying musician, including books, scores and audio and video recordings. The School of Music is supported by a dedicated music librarian, who will be able to assist with scores and parts for a wide range of works in the standard repertoire. A very large number of online study resources are also available through the library catalogue.

The AV store has a wide range of equipment available for students to borrow, including audio and video cameras, sound reinforcement equipment, and similar items.

Each of the instrumental Departments within the School of Music also maintains a stock of instruments of professional quality that may be borrowed and used by students.

Digital technology is not something that is bolted on to learning and teaching, but rather a part of the contemporary landscape that we all inhabit. During the first weeks of the programme you will be introduced to a number of online tools that are in daily use at the Conservatoire for communication, collaboration, and the sharing of information. These include:

  • your conservatoire email
  • the password self-service facility
  • OneDrive for Business
  • the Asimut timetabling system
  • moodle
  • Student Outcomes
  • the Portal
  • eduroam wifi
  • your ePortfolio
  • the library catalogue

Of particular interest to music students are the state-of-the-art camera systems that have been installed in the Stevenson Hall and Ledger Recital room. These can be used by students after a short period of training that can be organised on request.

Staff​

Heads of Department​

The principal responsibility for creating an individual learning journey through the programme rests with you the student, working closely with your Head of Department. They will negotiate with you your one-to-one tuition, your choice of assessments, and the range of activities to be undertaken.

As well as taking a close interest in your musical and professional development, your Head of Department will be at hand to offer support on any difficulties that may arise during the course of the programme, either directly, by offering information and advice themselves, or by referring you on to one of the support mechanisms offered by the Conservatoire as a whole. In some large Departments there is an Associate Head and/or a Coordinator, who will also work to support you through the programme. You will also be in regular contact with your department's Programme Support Administrator who will, among other duties, manage your Asimut timetable.

Principal Study Tutors​

Your individual lessons with your Principal Study tutor are of course at the heart of your programme. Your Head of Department will discuss and agree with you the best person for you to study with: in some cases, this may involve dividing your time between a number of tutors.

Head of Programme​

The Head of Programme has overall responsibility for academic leadership across the MMus/MA, AdvPGDip and ArtDip programmes. They work in liaison with the Heads of Department to negotiate the structure and content of your programme and offer general support and advice on your progress through the programme. You are encouraged to speak to the Head of Programme at any time, particularly if there is a matter that cannot be dealt with by your Head of Department. The Heads of Department and Head of Programme report to the Director of the School of Music, who will take up any issues that cannot be resolved by the Department or the Programme.

The Regulations, Codes of Procedure and General Rules (Section F4) state:

It is the responsibility of all staff and students of the Conservatoire to ensure that they comply with the provisions of the Copyright, Designs and Patents Act 1988 (‘the Act’). Breach of copyright regulations is a criminal offence and may expose both the individual and the Conservatoire to prosecution.

In simple terms, copyright in a literary, dramatic, musical or artistic work exists during the author’s lifetime and for a period of 70 years from the end of the calendar year in which the author dies. During this period, a work may not be copied without the permission of the rights or licence holder. Publishers, editors, artists, photographers and arrangers also have rights over a work. Advice on copyright issues is available from the Head of Information Services and all policies and guidelines are available on the Portal Copyright pages.

Further details can be found under Section 10 of the Conservatoire's Regulations, Codes of Procedure and General Rules. Practical guidance for students may be found at portal.rcs.ac.uk/library/copyright and portal.rcs.ac.uk/copyright/.

Insurance​

It is your responsibility to ensure that your musical instrument/s are fully insured against loss or damage whilst on the RCS premises. The Conservatoire is unable to recommend a particular insurance provider. Check first whether your instrument/s are insured through a family home contents insurance policy, and compare premiums from multiple providers before arranging a new policy.

Student outcomes​

The Student Outcomes tab of your online student record is a mechanism that allows you to plan your personal, educational and professional development. It is a dynamic tool to help you navigate through the programme and record the choices agreed with your Head of Department and other members of the programme team.

In specific terms Student Outcomes will:

  • Detail module and option choices within the programme
  • Detail, where appropriate, assessment modes, placements, and work based learning
  • Detail performance opportunities and other commitments that may be undertaken as part of the programme

Student Outcomes will encourage you to:

  • Review, plan and take responsibility for your own learning
  • Articulate your personal goals and evaluate progress towards their achievement
  • Articulate personal choice and context
  • Gain an holistic overview of your learning and its relationship to extra-curricular pursuits and career development
  • Improve study and career management skills

You can access Student Outcomes at https://matric.rcs.ac.uk/ – you should familiarise yourself with this tool at the start of your programme, and make regular reference to it throughout the period of your studies.

Negotiation​

This programme handbook and module descriptors make reference to matters which are 'negotiated' or 'discussed and agreed'. In the context of this programme, these phrases have important implications. One of the underlying principles of the programme – and one of the defining characteristics of 'mastersness' – is that you should take responsibility for your own learning: the starting point for decisions around such matters as assessment pathways and options is a consideration of your individual needs as a student.

This does not mean, of course, that you have a completely free choice as to how to structure your programme. Both students and teachers are constrained on the one hand by both the need on the one to meet the learning outcomes of the programme, and the practicalities of delivery on the other.

In practice, the choices available to you will be made on the basis of an open and two-way discussion between you and your Head of Department.

If you are unhappy with the outcome of a discussion of your options with your Head of Department or other member of staff, then you should discuss the matter with the Head of Programme. If you are still not satisfied, you can approach the Director of Music. In all cases, whatever has been negotiated should be recorded on Student Outcomes. It is the responsibility of the both the student and the Personal Supervisor to make sure that this is kept up to date.

Transitions​

'Transitions' is a term used to represent two phases of your studies: firstly, when you move into your studies, also known as 'induction'; secondly, when you leave the programme and move into either further study or the wider world.

In the induction phase you will meet your Head of Department and Head of Programme, and begin to negotiate your individual programme of study through Student Outcomes.

As you approach the end of the programme, you will have the opportunity to meet with your Head of Department to discuss your future plans, either for moving into the profession or further study.

Communication​

After face-to-face communication, the most widely used mode of communication is email, which is used for all official correspondence. While in other spheres you may be used to communicating via chat platforms, direct messaging, or social media, it is important that you recognise that, during your studies on the programme, all of your electronic communication with your tutors will come via your Conservatoire email address. Neither staff nor students should use their private email address for matters relating to Conservatoire business.

There are a number of useful email addresses that you might wish to be aware of:

Calendar​

The School of Music calendar can be viewed in a browser:

School of Music Calendar – web view

You can also subscribe to this calender in another application such as your Microsoft 365 calender, Apple calendar or Google calendar:

School of Music Calendar – subscription link

(There is a limitation, in that only the next 12 months are displayed: this limit is imposed by Microsoft and there is currently no workaround.)

A printable two-page .pdf version of the calendar is available here:

SoM_calendar_24-25.pdf

Notable weeks​

Opera programme starts (w/b Mon 9 Sep 2024)​

The opera strand starts and finishes two weeks early.

Welcome and transitions week (w/b Mon 23 Sep 2024)​

During this week new students will be involved in induction activities, with normal teaching beginning in week 2. Returning students start back this week.

Undergraduate reading Week (w/b Mon 04 Nov 2024)​

For undergraduate students only, this is a week in which no classes or rehearsals are timetabled: it is also used as an auditions week by the School of Music. For this reason, some classes and many option modules will not run during this week. You should check your Asimut calendar for that week on to confirm your schedule. If you are still not sure, please check with your Head of Department, Head of Programme, or, in the case of an option module, the Module Coordinator.

Performance week (w/b Mon 02 Dec 2024)​

Priority given to performances; some classes and option modules may not run. You should check your Asimut calendar for that week to confirm your schedule. If you are still not sure, please check with your Head of Department, Head of Programme, or, in the case of an option module, the Module Coordinator.

IXP Winter School (w/b Mon 12 Dec 2024)​

Interdisciplinary and Extended Practice (IXP) modules run during this week: regular undergraduate teaching and performance ceases.

Mid-Session performance assessments (w/b Mon 3 Feb and w/b Mon 10 Feb 2025)​

All undergraduate mid-session assessments take place during these two weeks. Postgraduate students may have B column assessments during this week: however, for postgraduate students the timing of these can be flexibly negotiated, and they may well take place at a different time of year entirely. Many regular classes will not run during this week: please check your schedule.

IXP Spring School (w/b Mon 24 Mar 2025)​

Interdisciplinary and Extended Practice (IXP) modules run during this week: regular undergraduate teaching and performance ceases.

Final performance assessments (w/b Mon 26 May - w/b Mon 9 Jun 2025)​

The majority of A column recitals for both undergraduate and postgraduate programmes will take place during these weeks. This is a busy time of year: some assessments may also be scheduled in the previous and following weeks, and over weekends. In certain cases, postgraduate students may take these examinations at another point in the year.

Bridge week (w/b Mon 16 Jun 2025)​

In this final week of term 3 there is unlikely to be teaching or performance activity: some assessments may still be taking place, however. During this week, all students have the opportunity to pitch for self-directed collaborative projects, with successful pitches being resourced by the Conservatoire.

August performance assessments (w/b Mon 18 Aug 2025)​

Postponed first-sit assessments, resit assessments, and resubmissions of failed modules typically take place during this week.

MA performance assessments (w/b Mon 8 Sep 2025)​

Performance assessments for the MA programme typically take place during this week.

Independent learning, autonomy and resilience​

Independent learning is at the heart of a musician's training. Whether it is the performer spending long hours in the practice room, the conductor studying and annotating scores, or the composer organising material for a new work, musicians at every level are well accustomed to taking individual responsibility for a large proportion of their musical development. Under the so-called 'apprenticeship' (or 'atelier') model, the regular principal study lesson is the engine which drives a continuous process of independent learning undertaken by the student.

This individual focus is counterbalanced by the musician's engagement with an art form which is by its nature highly collaborative. With the possible exception of the concert pianist or solo guitarist, very few musicians build an entire career playing on their own: most are entirely dependent on collaboration with other musicians to pursue their art. At one end of the spectrum, even such a simple matter as a pianist performing with a violinist constitutes an intradisciplinary collaboration: at the other extreme, curious and creative musicians may find themselves drawn to collaborating across the full spectrum of the performing arts and beyond.

There are numerous opportunities within the programme for interdisciplinary work with other art forms. The Independent Project and Agential Artist options that sit within Principal Study 2 and the Negotiated Study module which culminates the MA programme both offer a mechanism whereby substantial credit may be gained at the heart of the programme for student-led interdisciplinary work. Furthermore, the ability to take up to twenty credits per year of learning drawn from Option modules gives you substantial scope to pursue interests far from your core discipline, building bridges to peers and professionals working in other fields.

We have purposely designed the MMus/MA framework to be highly flexible, giving you a great deal of autonomy in the design and shape of your studies. With this flexibility comes challenge: we will expect you to take a great deal of responsibility for self-organisation, for setting your own goals and finding the means to achieve them. Our hope is that as well as enabling you to work towards artistic mastery in your chosen field, that you will also develop the resilience to deal with challenges as they arise, both during the course of the programme and after you graduate.