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This module will introduce you to the notion of ‘Multilingualism’, how this is understood and represented in different ways, and why it matters to you. You will explore how people become multilingual, and whether it makes a difference if multilinguals are exposed to two languages at the same time or one after the other. You will also look at how multilinguals behave socially, how they interact (both face-to-face and virtually), how they construct/articulate their cultural identities, how they maintain their multilingualism and the crucial role of education and language policy in obstructing or facilitating multilingualism. In addition, you will be invited to consider the relations between English as a global language and multilingualism in the context of globalisation which situates multilingualism in a global society.

Multimodal AI is the study and design of artificial intelligence systems that integrate and learn jointly from multiple heterogeneous data sources, which can go from text, images and audio to biomedical signals, sensor streams, and many more. This module introduces the foundational principles of multimodal representation, alignment, and data fusion, and then examines how these techniques are implemented across a range of application domains, like health or audiovisual domains, among others. Students will learn how heterogeneous modalities are combined within a single system and how such systems are evaluated for robustness, bias, and reliability. The module also considers the social and regulatory implications of deploying multimodal AI technologies, including responsible and trustworthy AI.

Multimodal AI is the study and design of artificial intelligence systems that integrate and learn jointly from multiple heterogeneous data sources, which can go from text, images and audio to biomedical signals, sensor streams, and many more. This module introduces the foundational principles of multimodal representation, alignment, and data fusion, and then examines how these techniques are implemented across a range of application domains, like health or audiovisual domains, among others. Students will learn how heterogeneous modalities are combined within a single system and how such systems are evaluated for robustness, bias, and reliability. The module also considers the social and regulatory implications of deploying multimodal AI technologies, including responsible and trustworthy AI.

A module with broad appeal (those with animal and human movement, biophysics, biomechanics interests, sports science and or rheumatology (MSK disease inflammatory and non-inflammatory) interests, animal health interests, advanced research interests in neuro-MSK themes).

Will span from animal kingdom to human medical research using skeletal biology, movement and muscular-skeletal biomechanics research as a cross-cutting theme.

Firm focus on organismal biology, looking at cell-matrix-tissue-organ and organism physiology- drawing on zoological examples, many of which relate to human health concepts.

This module examines the past, present and future of museum and heritage communication. It will explore the ever-changing purposes and practices espoused by museums, with a primary focus on the UK. The sessions will look at the development of heritage communication, public engagement with the past, and the debates around authority, protection and control. This context will provide the background to discussion of more detailed case studies, including fieldtrips as well as practical activities linked to the construction of exhibition schemes. The frameworks that underpin the construction of such interpretive schemes will be examined, as well as the shifting political, social and economic contexts that drive the delivery of heritage interpretation. Note, this module cannot be taken by students who have completed ARCH3017: Presenting the Past, and vice versa.

This module examines the past, present and future of museum and heritage communication. It will explore the ever-changing purposes and practices espoused by museums, with a primary focus on the UK. The sessions will look at the development of heritage communication, public engagement with the past, and the debates around authority, protection and control. This context will provide the background to discussion of more detailed case studies, including fieldtrips as well as practical activities linked to the construction of exhibition schemes. The frameworks that underpin the construction of such interpretive schemes will be examined, as well as the shifting political, social and economic contexts that drive the delivery of heritage interpretation. Note, this module cannot be taken by students who have completed ARCH3017: Presenting the Past, and vice versa.

This module allows you to explore basic multi-track recording and production techniques. The module is based in the University’s recording studios and music computing facilities where you will explore a range of techniques and equipment from both theoretical and practical perspectives, demonstrating what you have learnt through practical assignments. No previous recording experience is expected, but knowledge of fundamental ideas relating to music and sound technologies is useful. It is recommended that you take MUSI1019 Introduction to Music Technology before taking this module if you have little or no previous experience of music technology.

This module allows you to explore basic multi-track recording and production techniques. The module is based in the University’s recording studios and music computing facilities where you will explore a range of techniques and equipment from both theoretical and practical perspectives, demonstrating what you have learnt through practical assignments. No previous recording experience is expected, but knowledge of fundamental ideas relating to music and sound technologies is useful. It is recommended that you take MUSI1019 Introduction to Music Technology before taking this module if you have little or no previous experience of music technology.

This module provides an introduction to music education and social justice. This involves exploring philosophical perspectives about the nature of education and social justice (such as decolonisation, race, class); overarching conceptual considerations to do with social justice in educational contexts (e.g. achieved by exploring educational issues through the lens of inclusion, equality, diversity). Students will be invited to attend events at Southampton’s Centre for Music Education and Social Justice (CMESJ) and engage in creative writing assessments and presentations and organising in community-based projects.

Connected to a network of professionals, performing venues, schools, charities, and local authorities, the course aims to develop collaborative and interpersonal skills, social awareness, and knowledge about the significance of social justice in the local music-making community. You are expected to gain insights into the role of social justice in music education setting. You will also explore the interaction between music and society through community-based learning opportunities on-site, addressing social justice issues.

Special Features of Module

This module integrates theoretical and practical aspects of the field of music education and social justice. It is tailored to enhance your employability skills by offering hands-on, practical experience through community-based projects. By exploring both the theoretical underpinnings and real-world applications, this module provides a comprehensive understanding of the intersection between music education and social justice. It equips you with valuable insights and skills, preparing you to engage meaningfully with community initiatives upon graduation, fostering a deeper connection between your academic knowledge and its practical applications in wider contexts.

This module provides an introduction to music education and social justice. This involves exploring philosophical perspectives about the nature of education and social justice (such as decolonisation, race, class); overarching conceptual considerations to do with social justice in educational contexts (e.g. achieved by exploring educational issues through the lens of inclusion, equality, diversity). Students will be invited to attend events at Southampton’s Centre for Music Education and Social Justice (CMESJ) and engage in creative writing assessments and presentations and organising in community-based projects.

Connected to a network of professionals, performing venues, schools, charities, and local authorities, the course aims to develop collaborative and interpersonal skills, social awareness, and knowledge about the significance of social justice in the local music-making community. You are expected to gain insights into the role of social justice in music education setting. You will also explore the interaction between music and society through community-based learning opportunities on-site, addressing social justice issues.

Special Features of Module

This module integrates theoretical and practical aspects of the field of music education and social justice. It is tailored to enhance your employability skills by offering hands-on, practical experience through community-based projects. By exploring both the theoretical underpinnings and real-world applications, this module provides a comprehensive understanding of the intersection between music education and social justice. It equips you with valuable insights and skills, preparing you to engage meaningfully with community initiatives upon graduation, fostering a deeper connection between your academic knowledge and its practical applications in wider contexts.