Course
Overview


Our practice-based popular, commercial and contemporary music course allows you to discover what excites you and then build your learning around that.
Through continuous support and feedback from professionally experienced tutors you develop your skills across performance, songwriting and production of song demos along with essential business knowledge. Industry-focused and underpinned by a thorough understanding of music theory; you leave as an educated musician able to make decisions to take control of your career.
What You Will
Study
Instrumental / Vocal Technique 1
In this module, you receive an hour of weekly one-to-one tuition in your chosen instrument, or voice if you’re a singer. Your tuition develops your musical technique and proficiency in scales, modes, chords, sight reading, improvising and technical exercises. You also expand your performance-related skills including study, rehearsal and presentation. This module supports your learning and knowledge of varying styles, and you build an awareness of the characteristics associated with different genres. You are expected to support the work in your weekly lessons with independent daily practice.
This module content is indicative.
Music Professional Practice 1
Through this module, you bring together elements of what you’ve learned this year in practical projects. You develop and plan a range of appropriate professional and experimental projects based on your own music-related objectives. These could include songwriting, observed band rehearsals and performances. You also learn about how the music industry operates, including copyright and intellectual property, and music contracts and agreements. Your experiences on this module enable you to develop your planning and problem-solving skills.
This module content is indicative.
Musicianship Skills 1
The skills you develop in this module underpin your work, study and development as a musician. You develop your rhythmic awareness and literacy within popular, contemporary and commercial music, and are introduced to Latin-American and West-African percussion to expand your range. Aural skills seminars develop your recognition of musical intervals, chords, scales, melodies and rhythmic patterns. Improvisation workshops allow you to bring these skills together within the genres of jazz and popular music. You also participate in repertory workshops to enhance your interpretive skills and learn how to apply these to performance.
This module content is indicative.
Popular Music Contexts 1
This module helps you build a wider picture of the popular music industry. You learn about a range of theories relating to how music is consumed, identity, geography and politics and how these impact on popular music practice. Through this module, you also learn essential research and writing skills, taking topics which are introduced through lectures and exploring these further through discussions in seminars and your own written work.
This module content is indicative.
The Professional 1
This module is designed to help you achieve sustained work in your chosen profession. You learn about the different elements involved in putting on an event, including planning, budgeting, rights and clearances and digital marketing. By working as part of a small team with students from other subjects to create a one-off event, you learn first-hand about the importance of collaborating and develop essential interpersonal skills including negotiation and persuasion. Through this module, you also learn to reflect on your own personal and professional attributes and skills. This self-development technique stands you in good stead throughout your professional career.
This module content is indicative.
Song Demo Production 1
In this module, you receive a practical introduction to recording and song production through desktop recording, to enable you to create demos. You learn how to use common software recording packages and recording techniques to produce demo-standard material. This includes developing a working knowledge of MIDI programming, audio editing, signal processing and mixing. At the same time, you develop an analytical ear and arrangement skills in relation to music production.
This module content is indicative.
Songwriting 1
Through this module, you develop the fundamental skills to create original songs. You learn about the most common song forms and writing techniques in popular, contemporary and commercial songwriting. You explore popular, contemporary and commercial songwriting, with seminars focusing on how to apply these concepts to create new songs which respond to specific briefs. They also offer a forum for constructive criticism and feedback on your work, with input from fellow students. You learn how to use composition software (Sibelius) to complete professional lead sheets.
This module content is indicative.
Instrumental / Vocal Technique 2
This module continues your weekly, hour-long one-to-one tuition in your chosen instrument or voice, developing your instrumental/vocal skills and techniques to a more advanced level. You extend your musical and technical proficiency and work across a range of musical styles to give you a more thorough understanding of the characteristics of different genres. You continue to build on your preparation and presentation skills and there is a greater emphasis on allowing you to develop your own individual musical personality. Again, you are expected to undertake daily practice to support your work in your one-to-one sessions.
This module content is indicative.
Music Professional Practice 2 (The Professional 2)
Through this module, you have further opportunity to apply your musical skills to practical projects. These could include collaborations with other subject areas here, playing in a pit band, session playing or developing your own individual project. You identify and plan different musical projects which link to your career ambitions, with your work allowing you to demonstrate your progression as an artist. Through all of this activity, you refine skills which will support you as you embark on life as a professional musician, including business and career planning.
This module content is indicative.
Musicianship Skills 2
This module advances your musicianship skills to further support your development as a musician. Aural skills seminars develop your ability to analyse and transcribe advanced melodies, forms, structures, chord sequences and musical arrangements. Improvisation workshops then allow you to apply these skills creatively as part of an ensemble, working within jazz and popular music styles. Repertory workshops extend your interpretive skills and you have the opportunity to put these into action in live performances. You also apply these skills as part of a tutor-led band or choir, if you are a singer.
This module content is indicative.
Popular Music Contexts 2
In this module, you broaden your understanding of the wider issues which impact on the music industry and the creation of popular music. You cover areas related to an artist’s image such as musician persona, visual imagery, music videos and live performance. You also consider topics such as genre, gender and sexuality, and authenticity. These subjects are introduced through lectures and then form the basis for seminar discussions, leading to your own research, an essay and presentation.
This module content is indicative.
Song Demo Production 2
This module builds on the song demo production skills you developed in Year 1, with an increasing commercial focus. You develop your understanding of production and arrangement techniques, with a more professional and analytical approach to your practical work. You are introduced to more complex processes and approaches, and gain a deeper practical knowledge of desktop recording and editing software and mixing techniques. This enables you to produce demo recordings which meet industry standards. You are encouraged to adopt a more critical and evaluative approach to using production and arrangement techniques.
This module content is indicative.
Song Writing 2
Through this module, you increase your confidence using contemporary songwriting techniques as a means of creative expression. Lectures introduce more advanced music and lyric writing techniques and develop your understanding of industry-standard creative and working practices. Seminars then allow you to explore how these techniques can be applied and provide a forum for feedback on your own work. As in Songwriting 1, you apply your skills to respond to a variety of briefs while employing these industry practices.
This module content is indicative.
The Music Professional (The Professional 3)
Through this module, you explore how you will pursue your career ambitions as a professional musician. You review realistic employment and self-employment opportunities and create a professional portfolio which reflects these, while taking into account industrial factors, marketing, legal and budgetary considerations. To support your career prospects, you develop appropriate promotional materials. There is additional focus on financial planning and management, along with contracts and copyright and how these will impact on your work and ability to generate income.
This module content is indicative.
The Performer
This module focuses on advancing your performance skills within your instrumental/vocal specialism, leading to a final, large-scale performance as part of our annual 2ubeXtra festival. You undertake several music projects throughout the year to demonstrate your abilities as a professional performer. The range of your work allows you to showcase your musical skills and the techniques you’ve learned, performing as a featured artist or singer, or as an instrumentalist or session musician in different settings. You document and reflect on your work, linking it back to professional standards and your career goals.
This module content is indicative.
Popular Music Contexts 3
In this module, you research an aspect of current popular music which is relevant to your interests and ambitions as a professional musician. You use and build upon the theoretical knowledge and research and writing skills developed in previous Context modules to produce a final 6,000-word essay and presentation. Through your research, you analyse and evaluate a range of sources to construct a well-evidenced argument. You are supported throughout the process with regular seminars and tutorials.
This module content is indicative.
The Songwriter
In this module, you advance your songwriting even further and learn how to present yourself as a professional songwriter. You create new songs to a professional standard, demonstrating the musical and lyric writing skills and techniques you have developed during the course. You plan various projects, working within industry frameworks and evaluating your activity on an ongoing basis. Your projects are then brought together in a final portfolio which showcases your work.
This module content is indicative.
How You Will
Study
-
One-to-one Instrument Tuition
-
Lectures
-
Seminars
-
Workshops
-
Practical Projects
-
Performances
-
Independent Study
-
Group Work
-
Masterclasses
How You Will Be
Assessed
Rehearsals and performances are assessed. You will be required to submit songs, compositions and demos for assessment. You also produce a final research paper relevant to your interests and career.
Practical/written work ratio
80% practical work / 20% written assignments
Validated By:

Meet The
Staff

Martin Isherwood
Head of Music

Steve Parker
Senior Lecturer

Tim Pike
Course Leader and Senior Lecturer

Helen Davies
Senior Lecturer

Keith Mullin
Music Department; Subject Leader Professional Practice & Music Business, Management Department; MA Course Leader

Eva Petersen
Lecturer

Simeon Scheuber-Rush
Lecturer

Paul Mitchell-Davidson
Lecturer

Kate Blair
Teaching Fellow

Clare Canty
Teaching Fellow

Pete Fairclough
Teaching Fellow

Jim Faulkner
Teaching Fellow

Eddie Lundon
Teaching Fellow

Christina Malley
Teaching Fellow

Martin Smith
Teaching Fellow

Paul Walker
Teaching Fellow

Emily Jackson
Assistant Lecturer

Dan Sanders
Subject Leader Music Production

Martin Isherwood
Head of Music
Martin has many years’ professional experience as a songwriter, producer and music entrepreneur. He has achieved top 20 UK chart success and received a number of songwriting awards including winning BBC Song for Europe in 2003. He has been Head of Music at LIPA since 2001 and is a member of UK Music Skills Academy and has served on the Boards of many music organisations and urban regeneration projects. Martin has featured in a number of TV and radio programmes, panels at music industry conferences, presented songwriting papers at Higher Education conferences and published research commissioned by the Higher Education Academy in 2014.

Steve Parker
Senior Lecturer
Steve’s professional career includes production, songwriting, remixing, session playing, engineering, mixing, arranging and composition. As a writer and producer Steve worked in partnership with Pete Waterman for over a decade, developing projects and achieving releases on all major record labels (BMG, Sony, Warner, EMI, Universal, Jive/Zomba) and working on music projects for national TV and live events. Steve has achieved numerous top 40 singles and albums, attaining 11 platinum album sales. As a remixer, credits include well-known names such as Britney Spears and Kylie Minogue along with many more underground artists, achieving numerous number 1 dance chart positions. Steve believes that listening to and analysis of a wide range of material, coupled with a solid theoretical understanding is key to broadening your understanding of songwriting and of production and arrangement. His extensive experience helps students develop the practical skills and the work ethic and judgment required for a professional career.
Steve leads sessions in songwriting and in music production, delivering lectures, practical workshops, seminars and one-to-one sessions. He takes a practical task-based approach to teaching and developing skills and holds dear the belief that being able to realise your songs and musical ideas as effective demos is vital for any musician working in the music industry today.
Steve’s professional industry experience informs all aspects of his teaching, experiences such as working to deadlines, making decisions, understanding commercial briefs, analysing and understanding unfamiliar styles of music, and being able to realise commercially viable products are central to the experiences he tries to create for students. Steve is acutely aware that while you’re not always fortunate enough to work on what you want, what you create still has to be musically effective.

Tim Pike
Course Leader and Senior Lecturer
Tim studied music at Breton Hall College starting on oboe but switching to bass guitar midway through. He is a multi-instrumentalist playing bass guitar, guitar, keys, saxes and double bass.
After graduating he embarked on a career as a session musician and teacher. As both a music-reader and improviser, Tim has performed in theatres in the UK, recording sessions in London, playing for theatre shows at the Edinburgh Fringe and many jazz gigs. He was invited to teach at two of the institutions that he had previously studied at, and teaching became the dominant passion. After completing his MA in 1994, Tim began full-time teaching at LIPA in 1995. Since then, as well as teaching, Tim has mainly focused on jazz gigs on bass guitar for pleasure. He also turned his hand to other varied projects including the pre-production and recording of music played at The Beatles Story exhibition, to performing with China Crisis, and editing the music manuscript for Bill Bailey’s songbook. He can currently be found playing bass in two big bands (one with a weekly residency), and also holding the bass chair at the Liverpool Jazz Club’s monthly sessions.

Helen Davies
Senior Lecturer
Helen is a popular music researcher. Her key research interests are gender and sexuality, music education, music and visual creativity, music in everyday life and ethnographic research. Her doctoral thesis, ‘Music in the everyday lives of young teenage girls’ (University of Liverpool, 2011), is based on ethnographic research in domestic and school settings in Merseyside. More recently, she has researched gender related issues for young musicians studying on popular music higher education courses and/or in early career. Since 2019, she has collaborated with the organisation UK Music on their research into diversity in the UK music industry. Currently, she is researching visual creativities for musicians. Helen is a Fellow of the Higher Education Academy, a member of the International Association for the Study of Popular Music (IASPM), and an editorial board member of IASPM Journal.
Helen is responsible for the design and delivery of all academic and popular music studies modules on LIPA’s music degrees and foundation courses, including supervision and day to day management of a small teaching team. In these modules, students are encouraged to critically analyse their own and other musicians’ practice and explore aspects of popular music culture and industry that are relevant to them. Helen brings her research interests and scholarly experience to all aspects of her teaching.
Selected outputs
Book chapters
2022
‘How do I look? The importance of visual analysis for musicians in popular music higher education.’ In D. Walzer (ed.) The Handbook on Music Business and Creative Industries in Education. Sheffield: Equinox.
2021
‘Because I’m a girl’: exploring experiences, practices and challenges relating to gender and sexuality for female musicians in popular music higher education.’ In R. Mathias (ed.) The Routledge Handbook of Women’s Work in Music, pp.26-35. London: Routledge.
2019
‘Preparing for the ‘real world’? Exploring gender issues in the music industry and the role of vocational popular music higher education.’ In C. Strong and S. Raine (eds.) Towards Gender Equality in the Music Industry. Education, Practice, and Strategies for Change, pp.29-44. London: Bloomsbury.
Journal articles
2019
‘Gender issues in the music industry and popular music higher education: Exploring the experiences of young musicians.’ Miscellanea Anthropologica et Sociologica special issue: Music as a social phenomenon – theoretical concepts and empirical inquiries, 20/2, 211–227.
2013
‘Never mind the generation gap? Music listening in the everyday lives of young teenage girls and their parents.’ Volume! La revue des musiques populaires, 10/1, pp. 229-247.
Conference presentations
2022
‘Technological change, visual creativities, and popular music higher education.’ International Association for the Study of Popular Music UK & Ireland Branch Biennial Conference. University of Liverpool, 31 August-2 September.
‘UK Music Diversity Report 2020: the data behind the report and actions.’ UK Music - Music Academic Partnership Symposium. Online, 26 May.
2018
‘Preparing for the ‘real world’? Exploring the role of music education in addressing gender and sexuality issues experienced by young popular musicians.’ Association for Popular Music Education conference. Middle Tennessee State University, 24-27 June.
2017
‘Young musicians, gender and sexuality: researching the issues in an educational context.’ 1st Symposium of the LGBTQ+ Music Study Group. Edge Hill University, 27 May.

Keith Mullin
Music Department; Subject Leader Professional Practice & Music Business, Management Department; MA Course Leader
Keith is a member of Liverpool band The Farm and works as a freelance music professional. The band’s first album reached number one in the UK and they continue to perform at festivals and UK venues. He has also managed bands and artists, and co-owned independent labels Honey Records, Produce Records and recently Vile Entertainment. Keith was also a member of The Justice Collective achieving the 2012 Christmas number one with their recording of He Ain’t Heavy, He’s, My Brother, working with Guy Chambers, Sir Paul McCartney, Mick Jones from The Clash, Robbie Williams and former Spice Girl Mel C.
With over 30 years’ experience in the music industry, he has acquired a knowledge and experience of the industry’s management structures and common business practice which he passes on to his students. He uses a mixture of approaches and methods to ensure that learning feeds into career-focused development for musicians and artists.
With an MA in Music Industry Studies, and PGCert in higher education teaching, he has mentored and taught numerous musicians who have gone on to enjoy successful careers in the music industry as songwriters, managers, A&R managers, live music industry media and digital marketing professionals. He continues to maintain relationships with many professional entertainment companies, publishers, record labels, agents, managers, promoters. In addition, he has performed with numerous experienced artists such as, Mick Jones (The Clash), Paul Heaton, Suggs, David Bryn, Susan Vega, Fun Lovin Criminals, Happy Mondays, Take That, Eurasia, Clean Bandit, Madness, The Stone Roses, Beverly Knight, Lightening Seeds, BA Robinson, New Order, Peter Hook & The Light and many other high-profile artists. More recently he worked alongside Rob Sloman as associate producer, composer and music director for the documentary Howard’s Way, the documentary currently features on sky documentaries.
Keith teaches a broad range of subjects across the disciplines of music and management, music industry and business, professional practice, research skills, practical project, work, live music and events, performance techniques and coaching. Keith’s industry knowledge and experience permit a relevant contribution to teaching and learning across multiple disciplines.
Keith possesses an extensive portfolio of professional experience having worked in the music and creative industries for 32 years. Working as a successful artist/entrepreneur since 1989 to the present day, has assisted in acquiring a comprehensive knowledge of music industry conventions and contemporary business practices. Enabling the application of music industry insights and practices within educational settings. Professional experience in Keith’s view is “an integral part of preparing students for a profession, through linking theoretical studies to deliberate practice and their learning”
Publications
What is a good higher education teacher? "Am I what I say I am?" Published 2017-04-18 LJMU Innovations In Practice
Hillsborough Justice Tour 2012 - The John Robb Diary, Book, Chapter Contribution
Music releases
Albums
Spartacus (1991)
Love Sees No Colour (1992)
Hullabaloo (1994)
Pastures Old and New (1986)
Spartacus Live (1991)
Groovy Times (1991)
Best of The Farm (1998)
The Very Best of The Farm (2001) [compilation] Back Together Now! Live (2006) All Together with The Farm (2007) [live album] Singles.
Keith’s songs have featured on 90-compilation albums
Singles
Hearts and Minds (1984)
Steps of Emotion (1985)
Some People (1986)
Body and Soul (1989)
Stepping Stone / Family of Man, Groovy Train, All Together Now (1990)
Sinful! (Scary Jiggin' with Doctor Love) with Pete Wylie, Don't Let Me Down, Mind (1991)
Love See No Colour, Rising Sun, Don't You Want Me, Love See No Colour (re-mix) (1992)
Messiah, Comfort (1994)
All Together Now (Everton FA Cup Final version) (1995)
All Together Now 2004 (feat. SFX Boys Choir) (1994)

Eva Petersen
Lecturer
Eva was lead singer of The Little Flames, a band that also featured Miles Kane. They toured extensively and supported Arctic Monkeys, The Coral and The Zutons. As a solo artist she’s written and recorded with Guy Chambers and Echo and the Bunnymen guitarist Will Sergeant on her album Emerald Green Eyes. Her latest work, Voices of Winter Palace, was recorded with the Budapest Symphony Orchestra. Eva is currently undertaking a practice-led PhD and believes the best way to understand popular music contexts is for students to apply the relevant academic theories to their experiences as practitioners.

Simeon Scheuber-Rush
Lecturer
Before joining the music department as teaching staff at LIPA, Simeon spent several years as a freelance session trombonist, musical director and arranger. Simeon’s professional experiences span a wide range of settings and genres from working in recording studios for multinational record labels (Warner Spain) to supervising music for regional musical theatre productions (The Royal Court Theatre, Liverpool) and representing the UK internationally as a trombonist within the British Army. Still active within several music industry sectors Simeon believes that strong musical communication tools are vital to success within the music industry no matter which role you may undertake. He believes that a solid understanding of what underpins the music that surrounds us allows us to become conscious, efficient, and creative musicians. Simeon has a Master’s degree in Music Composition.
Simeon leads sessions in songwriting and in aural perception, delivering lectures, practical workshops and seminars. Using practical weekly training sessions Simeon helps students to identify and utilise the underlying musical harmonic and melodic features of the music that surrounds them.
Simeon’s professional industry experiences underpin his teaching style – ensuring that students strive to create, develop and release musical outputs that are commercially relevant and that they have the ability to communicate effectively and efficiently with other musicians across the music industry.
Publications
- Scheuber-Rush & C.Chandler: “Does Anybody Have A Map?”: The Impact of ‘Virtual Broadway’ on Musical Theatre Composition chapter in ‘The Journal of Popular Culture’ vol. 54,
Issues 2 (Wiley-Blackwell, USA, 2021)

Paul Mitchell-Davidson
Lecturer
Paul has been a professional musician for over 50 years, starting out in pop music before moving on to jazz and classical. His career has spanned radio, TV, theatre and dance and he has worked as a studio session musician for radio and TV as well as a composer, arranger, musical director, conductor and performer. Paul has arranged for pop and rock acts including rap artist Red Venom, N-Trance and China Crisis. Having worked in most areas of the music profession at the highest level, he is able to pass on the techniques and pragmatic elements involved in making a living writing music.

Kate Blair
Teaching Fellow
Kate has been working as a voice coach for over 10 years, and for many more years as a professional performer. She has a particular interest in vocal health and anatomy and physiology of the voice. Kate leads one to one singing sessions to help students develop their technical skills and gain greater understanding of how the voice works. As an experienced and versatile singer who has worked within a range of genres and performance environments, Kate is able to work with students to explore the capabilities of their instrument while cultivating their own individual style.

Clare Canty
Teaching Fellow
Clare has been teaching for more than 20 years and singing for even longer. She has worked as a studio session singer, live backing vocalist and radio DJ, as well as writing and recording her own songs. In the 1990s, she fronted dance act Lucid, achieving top 40 singles and performing on Top of the Pops. Having experienced the ‘pop star lifestyle’, Clare understands the fun-side and challenges involved in such things as media attention and giving interviews, live TV, club PAs, photo shoots, making videos and touring. In her teaching she uses a holistic approach, combining physical exercises and confidence building techniques to help each singer find and express their own unique voice.

Pete Fairclough
Teaching Fellow

Jim Faulkner
Teaching Fellow
Jim Faulkner has been a professional guitarist for more than 20 years, working in studios, touring bands, theatre shows, tribute shows, and original bands.
Known for his versatility, he has recorded and performed in genres as diverse as contemporary classical music, progressive rock, fusion, contemporary jazz, traditional jazz and world music.
He has appeared at venues across Europe and continues to perform regularly with a variety of artists across the UK. Primarily known as a jazz guitarist, Jim has performed at many UK jazz festivals including Manchester, Liverpool, London and Brecon among others.
As well as maintaining a busy freelance schedule, Jim can be heard performing regularly with the world music group Unfurl (who he also composes for) and with Gavin Barras' Family Tree.
Jim is currently writing for his own solo project and will be recording his debut album to be released in 2023.
In Jim’s one-to-one guitar lessons he wants to help the students develop a strong musical foundation and show them how to join the dots between music theory, technique and their instrument. This is how the student can become empowered and find their own identity as a musician and guitarist.
In the improvisation lectures Jim wants to help the students learn how to express themselves and how to become a better musician within a band setting, how to support others within the group and how to become more fluent on their instruments. Playing different genres which use improvisation is a great way to build ability and confidence.
Jim feels most comfortable in settings where he is improvising, expressing what he is hearing and feeling through his instrument. As this is the area he mostly works in Jim is constantly looking for ways to improve his abilities in this and on his instrument, through this he develops methods to progress which he can then pass on to students.

Eddie Lundon
Teaching Fellow
As a founder member and songwriter with the band China Crisis, Eddie has sold over seven million albums and more than 10 top 40 singles. He has performed alongside artists such as David Bowie, Steely Dan, The Police and Santana and continues to record and perform to sell out audiences around the world. Eddie’s teaching combines his passion for music with the experience and knowledge which has supported his long career. He focuses on identifying and improving the strengths of each individual student and giving them a clear understanding of what it takes to achieve longevity in the music industry.

Christina Malley
Teaching Fellow
Christina started singing professionally at an early age, putting together her own band and arrangements for function gigs at the age of 15. Since then, she has worked as a session musician and function performer as well as with her own original material. Christina has also worked in promotion for numerous music venues around Liverpool. Having worked with a number of amateur and professional singers, and studied a range of vocal techniques, Christina doesn’t believe in one approach for all students. Through her one to one sessions, she finds the best techniques to help students grow into original artists.

Martin Smith
Teaching Fellow
With over 25 years of professional experience, Martin’s recording credits include The Coral, Super Furry Animals and The Lightning Seeds, among many others. Martin is a lifetime member of cult jazz-punk beat combo The Wizards of Twiddly, and has toured extensively in Europe with The Muffin Men (Frank Zappa tribute band) and The BrassHoppers, a New Orleans-style street band. Outside teaching, Martin’s main focus is The Weave, an internationally-acclaimed jazz sextet. His experience of playing with groups of all genres means he has a good understanding of what’s required to become a high-functioning and valuable member of any ensemble.

Paul Walker
Teaching Fellow
Paul has been a professional musician and music lecturer for over 30 years. He has worked as an official demonstrator and product specialist for Korg (UK) Inc and as musical director for Wigan Youth Swing Band. Paul is currently a resident pianist at various venues across the north west and is co-director of Grande Touch, a company which provides digital grand pianos for functions. As Paul is actively gigging, he constantly learns new and current material to meet demand and his many years of experience allow him to advise and support students entering the world of professional music.

Emily Jackson
Assistant Lecturer
Emily Jackson PGCert is a vocal teacher, music educator and professional musician, specialising in contemporary singing styles.
Emily’s career as a professional musician began almost two decades ago (while studying at LIPA), and she continues to perform regularly. Emily has worked extensively as a session vocalist with both established and emerging artists, including: Sean Lennon, Patrick Wolf, Siouxsie Sioux, Earl Slick, Boy George, Yoko Ono, Squeeze’s Chris Difford, Robert Vincent and playwrights/songwriters Willy Russell and Tim Firth. She also performs as a solo vocalist-pianist, gigs with a variety of bands/ensembles, and writes/records/performs original music with her band Painted Day.
Passionate about teaching vocals, Emily has honed her skills through many years’ experience as a vocal coach. Qualified to postgraduate level in singing voice pedagogy (i.e., the methods and practice of teaching vocals), she has an in-depth understanding of how the voice works, keeping up-to-date with recent developments in voice science research. Emily has continually developed her knowledge by regularly attending courses, conferences and workshops led by world experts in the fields of voice science and voice pedagogy.
Research interests include vocal tract acoustics/resonance; the physiology of laryngeal registration; vocal ‘mix’ teaching strategies for CCM singers; the application of motor learning theory to contemporary singing pedagogy; belting technique strategies. Emily has presented her research internationally.
Emily channels into her vocal teaching a unique combination of skills, knowledge and industry experience, gained throughout her varied career. This enables her to quickly select the most effective approaches, helping singers to progress towards their vocal goals with confidence and efficiency. Having performed extensively, Emily understands the vocal demands that a heavy gigging schedule can present, and is able to give up-to-date, evidence-based advice on ways to preserve vocal health.

Dan Sanders
Subject Leader Music Production
As a self-employed music professional, Dan delivered projects with major and indie labels for 15 years before joining LIPA full-time. Day-to-day negotiation with A&R, artist management and label executives plus a practice-based understanding of music rights shaped Dan's experience, allowing him to pick up multiple platinum sales awards for his production work along the way. Dan now looks at how the new generation of music entrepreneurs can meet the challenges of a changing music industry.
What Our
Graduates Do
Our Music (Songwriting & Performance) course is still relatively new. Songwriting and/or performance achievements of graduates from our Music degree have included:
Katya Edwards (2016)
Co-wrote About You by Tyron Hapi & Laurell which went Gold in Australia. Other credits include My Way with One Bit featuring Noah Cyrus.
Eline Brun (2016)
Member of the band I See Rivers. They released their debut album, Deep and Rolling Green, to critical acclaim in 2020.
Gøril Nilsen (2016)
Member of the band I See Rivers. They released their debut album, Deep and Rolling Green, to critical acclaim in 2020.
Lill Scheie (2017)
Member of the band I See Rivers. They released their debut album, Deep and Rolling Green, to critical acclaim in 2020.
Katie Tarrant (2016)
Composer and audio designer for games company Rare. Credits include Sea of Thieves.
Sophie Cooke (2015)
Her songwriting credits include co-writing Jess Glynne’s hit All I Am, Dua Lipa’s Hallucinate and Katy Perry’s Only Love. Performing as Frances, she was nominated for a BRITS Critics’ Choice Award and her second album, Wonder, was released in 2021.
Gemma Dunleavy (2014)
Her song Up De Flats was nominated for RTE (Irish national broadcaster) Song of the Year 2020. Recent collaborations include DJ Simon Raymonde and a Dr Martens campaign.
Caroline Ailin (2012)
Songwriter who co-wrote Dua Lipa’s New Rules. Has also written for Katy Perry, Ellie Goulding and Clean Bandit
Dan Croll (2011)
Singer-songwriter who released his third album Grand Plan in 2020. His music’s been used on ads for iPhone and FIFA and Grand Theft Auto games.
Jessica Staveley-Taylor (2010)
Makes up one third of The Staves, along with her sisters. Their 2021 album Good Woman entered the UK charts at number 13.
Hannah Peel (2004)
Artist, producer and BBC Radio Three presenter. Her album Fir Wave was nominated for a 2021 Hyundai Mercury Music Prize. Wrote the soundtrack for Game of Thrones: The Last Watch and orchestrated and conducted on three Paul Weller albums.
Liam Lynch (1998)
Musician, songwriter, filmmaker. Co-wrote music for School of Rock, co-wrote and produced soundtrack for Tenacious D in the Pick of Destiny. Directed videos for Foo Fighters, They Might Be Giants and ‘Weird Al’ Yankovic.
Educational qualifications are important but limited in what they can tell us about you.
Your natural ability, your fit with what and how we teach, your growth and your potential are also key factors in our admission process. We can’t evaluate these solely on your educational achievements, so no matter which course you are applying for, we look for the following attributes on your application and at the interview stage.
Additional Costs
As part of this course, there are likely to be some additional costs that are not included within your tuition fees. Many of these are optional. We’ve also included information about cost of living expenses in Liverpool in this section.
Theory test
Many of the modules on the three-year Music (Songwriting and Performance) degree rely upon an understanding of music theory. For UK students we want you to have attained a Grade 5 Music theory qualification by the time you enrol with us. The examination fees for the London College of Music Grade 5 Popular Music Theory are around £55. We test you at audition and if you score a high mark we may waive the requirement for a formal Grade 5 Music theory qualification. Music theory is not a requirement for the four-year course.
Equipment
With regard to equipment, if you are an instrumentalist, you will obviously need to bring your instrument with you. It is also advisable that you have spare strings, sticks, reeds or anything else you may need for your specific instrument.
You will need a pair of headphones for use in the computer and Digital Audio suites.
Besides the usual pads and pens (or laptops), the only other things you will need to bring with you are your creativity, enthusiasm and dedication.
Cost of living
Wherever you choose to study, you'll have to budget for accommodation and other everyday living expenses, such as food and bills.
Liverpool represents great value for students. Accommodation costs are low in comparison with other places in the UK, particularly the South East. The city's shops and entertainment venues also have lots of student discounts.
We’d recommend completing a simple budget plan to predict your income and outgoings. This should include accommodation, bills, insurance, TV licence, food, laundry, clothes, books, travel and socialising. How much you'll want to spend on a lot of these is completely personal.
There is lots of advice available online about budgeting,:
- UCAS budget calculator is a great tool to help you balance your in-comings and out-goings.
- SaveTheStudent provides useful information on student money resources, including loans, budgeting, and scholarship sources.
Most UK students will be able to take out a maintenance loan to assist with living costs and there are some grants available. We also offer some bursaries. To find out more, please see Student Finance and bursaries.
Because our courses are intensive and we have a busy season of student performances, options for part-time work during our teaching periods can be limited. However, many of our students gain flexible part-time work, in performance venues, shops, restaurants and bars. We also provide casual work opportunities for our students ranging from stewarding work on our productions to working with young people to help us widen access to our courses. The long summer break is when many of our students choose to work.
Additional Costs
As part of this course, there are likely to be some additional costs that are not included within your tuition fees. Many of these are optional. We’ve also included information about cost of living expenses in Liverpool in this section.
Theory test
Many of the modules on the three-year Music (Songwriting and Performance) degree rely upon an understanding of music theory. For UK students we want you to have attained a Grade 5 Music theory qualification by the time you enrol with us. The examination fees for the London College of Music Grade 5 Popular Music Theory are around £55. We test you at audition and if you score a high mark we may waive the requirement for a formal Grade 5 Music theory qualification. Music theory is not a requirement for the four-year course.
Equipment
With regard to equipment, if you are an instrumentalist, you will obviously need to bring your instrument with you. It is also advisable that you have spare strings, sticks, reeds or anything else you may need for your specific instrument.
You will need a pair of headphones for use in the computer and Digital Audio suites.
Besides the usual pads and pens (or laptops), the only other things you will need to bring with you are your creativity, enthusiasm and dedication.
Cost of living
Wherever you choose to study, you'll have to budget for accommodation and other everyday living expenses, such as food and bills.
Liverpool represents great value for students. Accommodation costs are low in comparison with other places in the UK, particularly the South East. The city's shops and entertainment venues also have lots of student discounts.
We’d recommend completing a simple budget plan to predict your income and outgoings. This should include accommodation, bills, insurance, TV licence, food, laundry, clothes, books, travel and socialising. How much you'll want to spend on a lot of these is completely personal.
There is lots of advice available online about budgeting,:
- UCAS budget calculator is a great tool to help you balance your in-comings and out-goings.
- SaveTheStudent provides useful information on student money resources, including loans, budgeting, and scholarship sources.
Most UK students will be able to take out a maintenance loan to assist with living costs and there are some grants available. We also offer some bursaries. To find out more, please see Student Finance and bursaries.
Because our courses are intensive and we have a busy season of student performances, options for part-time work during our teaching periods can be limited. However, many of our students gain flexible part-time work, in performance venues, shops, restaurants and bars. We also provide casual work opportunities for our students ranging from stewarding work on our productions to working with young people to help us widen access to our courses. The long summer break is when many of our students choose to work.