Accessibility statement

One to One Teaching: Advanced - MUS00074M

« Back to module search

  • Department: Music
  • Credit value: 20 credits
  • Credit level: M
  • Academic year of delivery: 2022-23
    • See module specification for other years: 2023-24

Module summary

The module extends students’ practical and reflective skills as instrumental/vocal teachers, building on skills developed during the previous terms and relating to the teaching of an advanced-level pupil. The module develops further awareness of learners’ needs and explores a wider range of teaching techniques.

Module will run

Occurrence Teaching period
A Summer Term 2022-23
B Summer Vacation 2021-22

Module aims

The module extends students’ practical and reflective skills as instrumental/vocal teachers, building on skills developed during the previous terms and relating to the teaching of an advanced-level pupil. The module develops further awareness of learners’ needs and explores a wider range of teaching techniques. Through practical instrumental/vocal teaching students will apply theoretical knowledge relating to teaching advanced learners, including awareness of teaching strategies for preparing pupils for performance and exams, and for the transmission of techniques to facilitate the learning of complex, large-scale musical works. The module builds on reflective practice from the previous terms and enhances students’ awareness of their interpersonal and empathic skills, delivery of teaching, time management, interaction with the pupil and presentation of material (verbally and through demonstration) and their ability to comprehensively reflect on their development as teachers and the pedagogical approaches deployed. The module will also address professional development issues.

Module learning outcomes

Subject content:

  • Demonstrate awareness of the needs of the advanced level pupil through creation and execution of a detailed lesson plan including comprehensive aims and methods

  • Demonstrate advanced understanding of the pupil-teacher relationship in teaching through sophisticated verbal and nonverbal communication and empathic skills with the pupil during the lesson

  • Demonstrate knowledge and skilled application of appropriate materials during the lesson

  • Demonstrate advanced time management skills

  • Demonstrate the ability to effect changes of understanding in the pupil and to build on these to create conceptual development as well as change relating to small details

  • Explore further approaches to note-taking for learners and teachers

  • Critically reflect on the outcomes of the lesson and detail approaches to possible follow-up work in a subsequent lesson

  • Evaluate pedagogical and interpersonal strategies chosen and applied during the lesson

  • Display evidence of awareness of the value of reflection on individual improvement as a teacher

  • Articulate understanding of training needs and opportunities in relation to professional development

Academic and graduate skills:

Demonstrate clear and detailed writing enabling comprehensive reflection on the development of teaching ability during terms 1, 2 and 3 in order to evaluate progress in becoming an effective teacher

Indicative assessment

Task % of module mark
Essay/coursework 50
Essay/coursework 50

Special assessment rules

None

Indicative reassessment

Task % of module mark
Essay/coursework 50
Essay/coursework 50

Module feedback

Students will receive feedback on all submitted work within 20 working days of submission. It will be delivered in a written report.

Indicative reading

Carey, G., Coutts, L., Grant, C., Harrison, S., & Dwyer, R. (2017). Enhancing reflection in the tertiary music studio through reflection and collaboration. Music Education Research, 20(4), 399-411.

Carey, G., Harrison, S. & Dwyer, R. (2017). Encouraging reflective practice in conservatoire students: A pathway to autonomous learning? Music Education Research, 19(1), 99-110.

Elgersma, K. (2012). First year teacher of first year teachers: A reflection on teacher training in the field of piano pedagogy. International Journal of Music Education, 30(4), 409-424.

Haddon, E. (2013). Continuing professional development for the musician as teacher in a university context. In M. Stakelum (Ed.), Developing the musician (pp. 191-206). Aldershot: Ashgate.

Meissner, H. (2016). Instrumental teachers’ instructional strategies for facilitating children’s learning of expressive music performance: An exploratory study. International Journal of Music Education, 35(1), 118-135.

Montemayor, M. (2008). Flauto: An ethnographic study of a highly successful private studio. International Journal of Music Education, 26(4), 286-301.

Moon, J. (2004). A handbook of reflective and experiential learning. Oxon: RoutledgeFalmer.

Schön, D. (1987). Educating the reflective practitioner. London: Jossey Bass.


The information on this page is indicative of the module that is currently on offer. The University constantly explores ways to enhance and improve its degree programmes and therefore reserves the right to make variations to the content and method of delivery of modules, and to discontinue modules, if such action is reasonably considered to be necessary. In some instances it may be appropriate for the University to notify and consult with affected students about module changes in accordance with the University's policy on the Approval of Modifications to Existing Taught Programmes of Study.