Studying at York
Teaching Techniques - MUS00075M
Module summary
This module develops understanding of teaching styles, learner motivation and the development of expertise, particularly in relation to the intermediate learner. It develops research skills through further examination of a range of written and online material.
Module will run
| Occurrence | Teaching period |
|---|---|
| B | Semester 2 2024-25 |
Module aims
This module builds on material presented in Term 1 and will extend knowledge, understanding, and research skills. It develops understanding of teaching styles, learner motivation and the development of expertise, particularly in relation to the intermediate learner, placed in transition from beginner to advanced learner. The module facilitates understanding of research relating to healthy physical and vocal practice, and the development and teaching of instrumental/vocal practising skills, sight-reading, improvisation, composition, scales, technique and repertoire, and using technology in teaching. It develops research skills through further examination of a range of written and online material, particularly in relation to comparative review.
Module learning outcomes
Subject content:
On completion of this module students will be able to:
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On completion of this module students will be able to:
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Identify key factors relating to musicians’ health and understand their relevance to instrumental/vocal teaching
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Delineate strategies for productive instrumental/vocal practice
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Articulate understanding of the development of expertise
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Detail theoretical knowledge of learner motivation
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Detail approaches to the teaching of sight-reading
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Identify strategies for developing skills in improvisation and composition
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Articulate understanding of teaching skills for expression
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Demonstrate understanding of the use of technology in instrumental/vocal teaching
Academic and graduate skills:
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Demonstrate structured understanding of recent research in the subject, the ability to convey ideas with clarity, to engage in comparative critique, to detail, synthesise and explore concepts
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Develop the quality of academic work through focused, concise writing with use of appropriate resources
Indicative assessment
| Task | % of module mark |
|---|---|
| Essay/coursework | 100 |
Special assessment rules
None
Indicative reassessment
| Task | % of module mark |
|---|---|
| Essay/coursework | 100 |
Module feedback
Students will receive feedback on all submitted work within 20 working days of submission. It will be delivered in the form of a written report.
Indicative reading
Hallam, S. (1995). Professional musicians’ orientations to practice: Implications for teaching. British Journal of Music Education, 12(1), 3-19.
Hallam, S. (1998). Using information technology (Chapter 15). Instrumental teaching: A guide to better teaching and learning (pp. 305-316). Oxford: Heinemann.
King, A., Prior, H., & Waddington-Jones, C. (2019). Exploring teachers’ and pupils’ behaviour in online and face-to-face instrumental lessons. Music Education Research, 21(2), 197-209.
Krampe, R. T., & Ericsson, K. A. (1995). Deliberate practice and elite musical performance. In J. Rink (Ed.), The practice of performance: Studies in musical interpretation (pp. 84-102). Cambridge: Cambridge University Press.
McPherson, G. E., & Renwick, J. M. (2001). A longitudinal study of self-regulation in children’s musical practice. Music Education Research, 3(2), 169-186.
Norton, N. C. (2019). Human, professional, musician, educator, ally of prevention: Your health matters. American Music Teacher, 68(6), 14-17.
O’Neill, S., & McPherson, G. E. (2002). Motivation. In R. Parncutt & G. E. McPherson (Eds.), The science and psychology of music performance: Creative strategies for teaching and learning (pp.31-46). Oxford: Oxford University Press.
Pike, P. (2017). Self-regulation of teenaged pianists during at-home practice. Music Education Research, 45(5), 739-751.
Pike, P. (2017). Exploring self-regulation through a reflective practicum: A case study of improvement through mindful piano practice. Music Education Research, 19(4),398-409.
Pitts, S., Davidson, J., & McPherson, G. E. (2000). Developing effective practise strategies: Case studies of three young instrumentalists. Music Education Research, 2(1), 45-56.
Renwick, J. M., & McPherson, G. E. (2002). Interest and choice: Student-selected repertoire and its effects on practising behaviour. British Journal of Music Education, 19(2), 173-188.