MUS 175 - Introduction To Music Business

2. Create a basic merchandising plan for the product of an assigned solo performer or ensemble.

3. Describe the use of the world wide web and social media sites in the music industry.

4. Articulate the roles and responsibilities of music companies in the process of developing an artist.

5. Develop a model for the specific roles of an artist manager.

6. Make effective presentation, formatting, and stylistic choices when developing a communication. 

7. Describe the ethical and legal restrictions on the use of recorded, published and/or confidential materials, proprietary information and intellectual property. 

8. Learn how to open an LLC and manage and collect sales tax. 
Course Outline:
I. A Historical Overview

A. Trends of the past

B. Trends of the present

II. Understanding the role of a Record Label

III. Understanding the role of an Artist Manger

IV. Understanding the role of a Booking Agent

V. Understanding the role of a Tour Manager

VI. Assembling the Music Company Team

VII. Image and Branding

A. Defining Image

1. Examples of Image

2. Defining the message presented by the Image

3. Defining the audience that is attracted to the Image

4. Defining the audience that is repelled by the Image

B. Branding Defined

1. Examples of great branding

2. Understanding what makes them special

3. Understanding loyalty to branding

4. Creating loyalty to your own brand

C. The Relationship between Image and Branding

1. Defining the audience

2. Targeting the audience

3. Creating a fan base

4. Understanding the difference between passive and active fan

VIII. Music Merchandising

A. Creating value for an artist’s music

B. Creating experiences that sell music

C. Using merchandise and memorabilia to increase profits

1. Defining Merch

2. Creating Merch that reinforces the image

3. Using live merchandise to supplement tour income

4. Creating Merch that sells the experience

5. The importance of the retail store for the artist brand

IX. Web Properties

A. The Web site-Central hub for the Artist

1. How to get hits

2. Keeping people on the site

3. Reoccurring visitors

B. I Tunes

1. Getting music in the store

C. CD Baby

1. Definition

2. Setting up an account

3. Explanation of features

4. Explanation of distribution

5. Receiving payments

D. Spotify and Pandora

1. Understanding royalties

2. Are they the beginning or the end?

3. Using royalties to the artists advantage

X. Social Media

A. Facebook

1. Strengths and weaknesses

B. Twitter

1. Strengths and weaknesses

C. You Tube

1. Strengths and weaknesses

D. LinkedIn

1. Strengths and weaknesses

E. Instagram

1. Strengths and weaknesses

F. Pinterest, Tumblr, and the rest

1. Strengths and weaknesses

XI. Putting it all Together

A. Creating a packaged product

B. Coordinating image, branding, social media, and merchandising for success

C. Creating an environment where team members work together in a music company to achieve success

Guest Entrepreneur Presentations: 20%

Website Overview: 30%
Mandatory Course Components:
None
Equivalent Courses:
None

The Grand Rapids Community College Music Department faculty has specified essential abilities critical to the success of students in any GRCC Music Department program. Students must demonstrate these essential abilities and technical standards to succeed in their program of study. Qualified applicants are expected to meet all admission criteria and matriculating students are expected to meet all progression criteria, as well as these essential abilities and technical standards with or without reasonable accommodations.

1. Essential judgment skills to include:

* Time management – Students are expected to schedule no less than two hours each day in applied music private practice. Additional hours of individual practice toward proficiency in piano, aural skills and theoretical concepts will require daily practice.
* Respect for other music majors, faculty and staff – Students are expected to hold all members of the Music Department Community in the highest regard. Music majors are a unique cohort who must rely on the support and cooperation of all other members of the community.
* Creative Problem Solving – Students are expected to resolve issues of practice room and lab scheduling, accompanist rehearsal schedule, additional sectional rehearsals and performances.

2. Essential physical/neurological functions to include: ability to use the senses of seeing, hearing, and touch to make correct judgments regarding performance. Behaviors that demonstrate essential neurological and physical functions include, but are not limited to observation, listening, understanding relationships, writing, and psychomotor abilities consistent with course and program expectations. Specifically this includes:

* Keyboard competency.
* Ability to hear the notes on the page
* Hear, identify, and work conceptually with the elements of music such as rhythm, melody, harmony, structure, timbre, and texture
* Ability to read (musical literacy) at sight with fluency demonstrating both general musicianship and, in the major performance area, a level of skill relevant to undergraduate standards appropriate for the particular concentration.
* An understanding of the common elements and organizational patterns of music and their interaction, the ability to employ this understanding in aural, verbal, and visual analyses, and the ability to take aural dictation.

3. Essential communication skills to include: ability to communicate effectively with fellow students, and all members of the music department. Skills include verbal, written, and nonverbal abilities as well as information technology skills consistent with effective communication. Specifically this would include:

* Knowledge and skills sufficient to work as a leader and in collaboration on matters of musical interpretation and performance.
* Knowledge and skills sufficient to work as a leader and in collaboration on matters of research and class presentation.

4. Essential emotional coping skills: ability to demonstrate the mental health necessary to safely and effectively engage in live musical performance. Specifically this would include:

* Mental and emotional preparation for artistic self-expression in at least one major performance area at a level appropriate for the particular music concentration.
* Mental and emotional stability to demonstrate an ability to perform at a level that is appropriate to performance class or department recital.

5. Essential intellectual/conceptual skills to include: ability to measure, analyze, synthesize, and evaluate competently in the study of music theory, music history and repertory. Specifically, students must demonstrate a basic knowledge of music history and repertories through the present time. Students must also demonstrate a rudimentary capacity to create original or derivative music. This may include but is not limited to:

* An overview understanding of the repertory in their major performance area.
* The creation of original compositions or improvisations and variations or improvisations on existing materials.
* Imitation of musical styles, and manipulating common musical elements in non-traditional ways.
* Growth in artistry, technical skills, collaborative competence and knowledge of repertory through regular ensemble experiences
* Ability to comprehend musical forms, processes, and structures. To use this knowledge and skill in compositional, performance, analytical, scholarly, andragogical and pedagogical applications.
* The ability to place music in historical, cultural, and stylistic contexts.

6. Other essential behavioral attributes: ability to engage in group rehearsals and/or individual and small group practice without demonstrated behaviors of addiction to, abuse of, or dependence on alcohol or other drugs that may impair behavior or judgment. The student must demonstrate responsibility and accountability for actions as a student in the music department and as a developing professional in the music field consistent with accepted standards of practice.

Grand Rapids Community College strives to be more than ADA compliant. We strive to be accessible and welcoming to all students of all abilities. After reviewing the Essential Abilities/Technical Standards for this program; your responsibilities as a student entail determining if you can complete all associated coursework either:

A. With Accommodation. I am otherwise qualified to meet the same academic standards as any other student entering the program. However, based on a medically documented condition or diagnosis, I would qualify for reasonable accommodation under the Americans with Disabilities Act (1990). I will meet with Disability Support Services on campus to arrange those accommodations in an interactive process with the department of music.

B. Without Accommodation. I am able to complete the program without need for reasonable accommodation or modification. In the event my medical documentation reveals otherwise or a condition manifests that would necessitate an accommodation; it is my responsibility to inform a responsible authority figure within the department of music and work with Disability Support Services to see if a reasonable accommodation or modification can be made.

If you have a medically documented condition or diagnosis, please contact the (field of study) office, or contact Disability Support Services (DSS) at disability@grcc.edu or by phone at 616.234.4140 to arrange accommodations through our interactive process.