Bachelor of Songwriting
Available at
Auckland
Fees
Bachelor of Songwriting
Domestic Fees
$37,864.89 NZD
- Year One (Level 5)
Administration Fee: $500.00 (one-off fee)
Tuition Fee: $12,555.00 - Year Two (Level 6)
Tuition Fee: $12,663.55 - Year Three (Level 7)
Tuition Fee: $12,646.34
Domestic Students Only
Details regarding tuition fees are currently subject to TEC final approval.
For any queries regarding payment please contact: study@sae.ac.nz
Bachelor of Songwriting
International Fees
$90,940.20 NZD
- Year One (Level 5)
Administration Fee: $500.00 (one-off fee)
Tuition Fee: $31,072.27 - Year Two (Level 6)
Tuition Fee: $30,131.80 - Year Three (Level 7)
Tuition Fee: $29,736.13
Fees must be paid annually, prior to the commencement of study.
For any queries regarding payment please contact: study@sae.ac.nz
Duration(s)
Full time: 3 years
Bachelor
Bachelor of Songwriting
Course Durations
Full time: 3 years
Bachelor
Start Date(s)
Auckland
February 2025
Bachelor of Songwriting
Start Dates
Auckland
February 2025
Entry Requirements
Bachelor of Songwriting
Domestic Entry Requirements
A copy of the student's valid photo ID must be provided.
For Level 7 Degree programmes, candidates are required to have gained a minimum of NCEA Level 3 or equivalent.
Special Admission
Domestic applicants aged 20 years or above who have not met the General Admission or entry requirements for a programme but whose skills, education or work experience indicate that they have a reasonable chance of success may be eligible for Special Admission. Special admission will be granted at the discretion of the Academic Manager or designated nominee. Such applicants may be required to successfully complete a foundation, bridging or tertiary introduction programme as a condition of entry into higher level programmes.
Provisional Admission
Domestic applicants aged under 20 years who have not met the general academic admission and entry criteria for a programme but who can demonstrate a reasonable chance of success through other educational attainment and/or work or life experience may be eligible for provisional entry at the discretion of the Academic Manager. Provisional entry places restrictions on re-enrolment to be lifted if the applicant’s performance is deemed satisfactory by the Academic Manager.
Selection Process
Where there are more applicants than the number of places available a selection process may be applied. An offer of place in a diploma or degree programme would be extended to applicants who meet the entry criteria and demonstrate the potential to successfully complete the programme on the basis of:
A portfolio of work that represents the applicant’s level of achievement.
An interview.
Curriculum vitae (optional).
Applicants who submit a formal application to enrol in the programme, and who meet the entry criteria would be invited to submit a portfolio of work and participate in an interview. The purpose of the interview is to assess the applicants’ suitability for the programme. It will determine whether an applicant is offered a place in the programme, and if so, at what level of the programme the applicant will be offered a place. Applicants would be welcome to enlist whānau support.
Cross Crediting
Cross crediting is at the discretion of the Academic Manager and will be applied in circumstances where a student is transitioning from one programme to another. To ensure the currency of learning, cross crediting of courses will be automatic for any courses undertaken within fives years of the cross crediting.
Application process for RPL or credit transfer
Recognition of Prior Learning (RPL) or credit transfer applies to circumstances where a learner can demonstrate relevant and current knowledge gained through prior learning and/ or a learner is requesting credits to be transferred from a qualification with comparable outcomes.
Applicants who believe they meet the criteria for RPL or credit transfer should complete the application form and attach relevant certified documentation including official academic records and/or evidence of learning outcomes being met through previous work/life experience. An interview may also be conducted with the Academic Manager. Each application will be assessed by relevant academic staff.
An applicant must be a minimum of 17 years at the start date of the programme. Applicants aged less than 18 years old must apply with parental/guardian consent.
All students are given the tutorial and pastoral support needed to satisfactorily engage with the academic and technical demands of the programme, and in particular students entering with the minimum qualification of NCEA Level 2.
All entry is at the discretion of the Academic Manager.
Bachelor of Songwriting
International Entry Requirements
International students seeking admission to SAE must be at least 18 years of age at the time of application.
A copy of the student's valid passport must be provided.
Completion of the equivalent of NCEA Level 3 or University Entrance qualification.
English Language Requirements
International students who are not native English speakers need to provide additional evidence of language skills and complete one of the following:
- International English Language Testing System (IELTS): A band score of 6 or higher (only the Academic Test is accepted), OR
- Test of English as a Foreign Language (TOEFL): A score of 550 or higher (paper based test), 60 or higher (internet based test)
Selection Process
Where there are more applicants than the number of places available a selection process may be applied. An offer of place in a diploma or degree programme would be extended to applicants who meet the entry criteria and demonstrate the potential to successfully complete the programme on the basis of:
- A portfolio of work that represents the applicant’s level of achievement.
- An interview.
- Curriculum vitae (optional).
Applicants who submit a formal application to enrol in the programme, and who meet the entry criteria would be invited to submit a portfolio of work and participate in an interview. The purpose of the interview is to assess the applicants’ suitability for the programme. It will determine whether an applicant is offered a place in the programme, and if so, at what level of the programme the applicant will be offered a place. Applicants would be welcome to enlist whānau support.
All entry is at the discretion of the Academic Manager.
SHOWCASE YOUR VOICE IN THE MUSIC INDUSTRY
Course Structure
The Bachelor of Songwriting is broken up into three distinct levels, each designed to develop different skills.
Level 5
Credit Points: 15
To develop a suite of writing tools and techniques underpinned by introductory concepts of genre and style.
To develop a suite of writing tools and techniques underpinned by introductory concepts of genre and style.
Credit Points: 15
To develop skilful use of structure and arrangement by writing in condensed short forms. Includes music cues for film and jingle writing.
To develop skilful use of structure and arrangement by writing in condensed short forms. Includes music cues for film and jingle writing.
Credit Points: 15
This 36-week course provides a platform for engagement with transferable skills via collaborative client projects which may include contracted roles within projects of more advanced student groups. With a key focus on employability in Aotearoa/New Zealand students engage with professional practice situated in the holistic ideals of Te Ao Maori. Students conduct peer review via the Transferable Skills Matrix in an effort to foster and develop employability skills.
This 36-week course provides a platform for engagement with transferable skills via collaborative client projects which may include contracted roles within projects of more advanced student groups. With a key focus on employability in Aotearoa/New Zealand students engage with professional practice situated in the holistic ideals of Te Ao Maori. Students conduct peer review via the Transferable Skills Matrix in an effort to foster and develop employability skills.
Credit Points: 15
To analyse and develop interpretations of songs by celebrated New Zealand writers. The songs will be presented in workshop performances on campus and in a public performance.
To analyse and develop interpretations of songs by celebrated New Zealand writers. The songs will be presented in workshop performances on campus and in a public performance.
Credit Points: 15
Across a range of genres, to develop dramatic composition and arrangement techniques to effectively intersect with dramatic text.
Across a range of genres, to develop dramatic composition and arrangement techniques to effectively intersect with dramatic text.
Credit Points: 15
Students will give a mixed media presentation with analysis and interpretation of key songs, and connect the artist to a genre-led community of practice.
Students will give a mixed media presentation with analysis and interpretation of key songs, and connect the artist to a genre-led community of practice.
Credit Points: 30
Requires groups to produce a suite of outputs that display an individualised integration of production techniques acquired over the previous courses. Includes a reflective blog on the multiple ways such integration occurs and the effectiveness of such.
Requires groups to produce a suite of outputs that display an individualised integration of production techniques acquired over the previous courses. Includes a reflective blog on the multiple ways such integration occurs and the effectiveness of such.
Level 6
Credit Points: 15
Students will rewrite and re-perform a set of music assets to achieve multiple stylistic outcomes. The outputs will be subject to peer analysis and critique.
Students will rewrite and re-perform a set of music assets to achieve multiple stylistic outcomes. The outputs will be subject to peer analysis and critique.
Credit Points: 15
In CC602 Era students will examine the relationship between social and technological context and creative outputs. Students will choose a heritage screen or sonic product to explore and reflect upon its cultural/historical backdrop. Students will compose/produce a replica to meet the genre and/or stylistic characteristics of the original, and give consideration for how that product can be re-contextualised in a modern era.
In CC602 Era students will examine the relationship between social and technological context and creative outputs. Students will choose a heritage screen or sonic product to explore and reflect upon its cultural/historical backdrop. Students will compose/produce a replica to meet the genre and/or stylistic characteristics of the original, and give consideration for how that product can be re-contextualised in a modern era.
Credit Points: 15
This 36-week course provides a platform for engagement with transferable skills via Work-Integrated Learning and collaborative client projects which may include contracted roles within projects of more advanced student groups. Students will accumulate 40 hours of Work-Integrated Learning via professional industry placement. Students and WIL clients conduct peer review via the Transferable Skills Framework in an effort to foster and develop employability skills.
This 36-week course provides a platform for engagement with transferable skills via Work-Integrated Learning and collaborative client projects which may include contracted roles within projects of more advanced student groups. Students will accumulate 40 hours of Work-Integrated Learning via professional industry placement. Students and WIL clients conduct peer review via the Transferable Skills Framework in an effort to foster and develop employability skills.
Credit Points: 15
Students engage with the history of New Zealand music. Examining genres and relevant practice, students will create a song that responds to a cultural aspect of Aotearoa New Zealand.
Students engage with the history of New Zealand music. Examining genres and relevant practice, students will create a song that responds to a cultural aspect of Aotearoa New Zealand.
Credit Points: 15
Identify a current published writer/producer in the context of Futurist- Anarchist. Explore and reflect upon their most impactful work. Produce a screen or sonic output displaying a range of avant-garde compositional and production techniques. Create a reflective blog discussing the tools and techniques developed and applied.
Identify a current published writer/producer in the context of Futurist- Anarchist. Explore and reflect upon their most impactful work. Produce a screen or sonic output displaying a range of avant-garde compositional and production techniques. Create a reflective blog discussing the tools and techniques developed and applied.
Credit Points: 15
Students research and reflect upon representations of culture in global music works and relevant industry practices by region.
Students research and reflect upon representations of culture in global music works and relevant industry practices by region.
Credit Points: 30
Students provide technical production crew support for those enrolled in Level 7 interdisciplinary collaborative course CC705 Fundamental Project Production. Students enrolled in CC606 will pitch for the various production roles on offer and under Facilitator supervision, Level 7 students will assign production roles and together groups will develop and deliver approved creative research-informed sonic-screen projects. The key focus is effective engagement with assigned responsibilities, deadlines and deliverables in a group dynamic.
Students provide technical production crew support for those enrolled in Level 7 interdisciplinary collaborative course CC705 Fundamental Project Production. Students enrolled in CC606 will pitch for the various production roles on offer and under Facilitator supervision, Level 7 students will assign production roles and together groups will develop and deliver approved creative research-informed sonic-screen projects. The key focus is effective engagement with assigned responsibilities, deadlines and deliverables in a group dynamic.
Level 7
Students are provided with a series of authentic industry composition creative briefs on short deadlines requiring a range of stylistic and structural approaches.
Credit Points: 15
To engage with and critically reflect upon the unique cultural landscape of Aotearoa and to personally reflect upon its values and meaning. Visits to places of cultural significance and engagement with local iwi will underpin facilitated studio sessions. Students will collaboratively produce an audio-visual product to holistically represent and reflect chosen aspects of this.
To engage with and critically reflect upon the unique cultural landscape of Aotearoa and to personally reflect upon its values and meaning. Visits to places of cultural significance and engagement with local iwi will underpin facilitated studio sessions. Students will collaboratively produce an audio-visual product to holistically represent and reflect chosen aspects of this.
Credit Points: 15
This 36-week course provides a platform for engagement with transferable skills via Work-Integrated Learning and collaborative client projects which will include assigning roles to and evaluating the performance of less advanced student groups. Students will accumulate 40 hours of Work-Integrated Learning via professional industry placement. Students and WIL clients conduct peer review via the Transferable Skills Framework in an effort to foster and develop employability skills.
Tuakana-Teina project
Level 7 and 5 students are partnered in an informal facilitated mentor programme. The Tuakana (mentor) provides leadership and assistance for the Teina (mentee) and includes the mentee in the culture and community of the Level 7 projects.
This 36-week course provides a platform for engagement with transferable skills via Work-Integrated Learning and collaborative client projects which will include assigning roles to and evaluating the performance of less advanced student groups. Students will accumulate 40 hours of Work-Integrated Learning via professional industry placement. Students and WIL clients conduct peer review via the Transferable Skills Framework in an effort to foster and develop employability skills.
Tuakana-Teina project
Level 7 and 5 students are partnered in an informal facilitated mentor programme. The Tuakana (mentor) provides leadership and assistance for the Teina (mentee) and includes the mentee in the culture and community of the Level 7 projects.
Students engage with the history of New Zealand music. Examining genres and relevant practice, students will create a song that responds to a cultural aspect of Aotearoa New Zealand.
Credit Points: 15
In this design phase that informs CC705 Fundamental Project Production, students collaboratively develop and pitch multiple sonic-screen project briefs viable for delivery within the CC705 timeframe. Peer review, critique, reflection and industry practitioners pitch sessions inform the final project focus, technologies, methodologies and delivery modes. The scope of the project should be finely tuned with creative and production duties defined and assigned.
In this design phase that informs CC705 Fundamental Project Production, students collaboratively develop and pitch multiple sonic-screen project briefs viable for delivery within the CC705 timeframe. Peer review, critique, reflection and industry practitioners pitch sessions inform the final project focus, technologies, methodologies and delivery modes. The scope of the project should be finely tuned with creative and production duties defined and assigned.
Credit Points: 45
A single trimester interdisciplinary collaborative course for Level 7 Screen, Audio and Music Production students, with production crew support from Level 6 students enrolled in CC606 Production Profile. Under Facilitator supervision, groups develop and deliver approved creative research-informed sonic-screen projects. The key focus is the assignment, management and review of project partner work responsibilities, deadlines and deliverables. A key driver is the critical engagement with the context of interdisciplinary research by creative practice, as opposed to the duration of work
A single trimester interdisciplinary collaborative course for Level 7 Screen, Audio and Music Production students, with production crew support from Level 6 students enrolled in CC606 Production Profile. Under Facilitator supervision, groups develop and deliver approved creative research-informed sonic-screen projects. The key focus is the assignment, management and review of project partner work responsibilities, deadlines and deliverables. A key driver is the critical engagement with the context of interdisciplinary research by creative practice, as opposed to the duration of work
NZQA Course Codes
NZQA Level 5 Bachelor (3 Trimesters)
NZQA Level 6 Bachelor (3 Trimesters)
NZQA Level 7 Bachelor (3 Trimesters)
New Zealand Qualifications Authority
NZQA Level 7
This is an NZQA accredited programme of study that leads to the Level 7 NZ Bachelor of Songwriting.
What jobs will this course lead me into?
- Songwriter
- Composer
- Musician
- Performer
- Music Producer
- Music Director
- Educator
YOUR DREAM CAREER BEGINS NOW
Key Information For Students
