Studying at York
One to One Teaching: Intermediate - MUS00076M
- Department: Music
- Credit value: 20 credits
- Credit level: M
- Academic year of delivery: 2022-23
Module summary
The module develops students’ practical and reflective ability as instrumental/vocal teachers, building on skills developed during the previous term and relating to the teaching of an intermediate-level pupil.
Module will run
| Occurrence | Teaching period |
|---|---|
| A | Spring Term 2022-23 |
| B | Summer Term 2022-23 |
Module aims
The module continues to develop students’ practical and reflective ability as instrumental/vocal teachers, building on skills developed during the previous term and relating to the teaching of an intermediate-level pupil. The module facilitates further awareness of the learner’s needs and explores a range of teaching techniques. Through practical instrumental/vocal teaching students will apply theoretical knowledge relating to teaching styles, learner motivation, the development of expertise, healthy instrumental/vocal practice, the teaching of skills relating to practising, sight-reading, improvisation, composition, scales, repertoire and technique and using technology in teaching. The module builds on the reflective practice from Term 1 and enhances students’ awareness of their interpersonal skills and delivery of teaching and their ability to delineate this understanding in written form.
Module learning outcomes
Subject content:
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Show understanding of the practical applications of research and convey principles of good instrumental/vocal teaching through work with pupils
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Demonstrate awareness of the needs of the intermediate level pupil through creation and practical execution of a detailed lesson plan
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Demonstrate clear understanding of the pupil-teacher relationship in teaching through verbal and non-verbal communication with the pupil during the lesson
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Demonstrate knowledge and application of appropriate materials during the lesson
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Demonstrate good time management skills
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Demonstrate the ability to effect a change of understanding in the pupil
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Explore approaches to note-taking for teachers and learners
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Critically reflect on the outcomes of the lesson
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Evaluate strategies chosen and applied during the lesson
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Display evidence of understanding reflective strategies from literature
Academic and graduate skills:
Demonstrate clear writing style enabling reflection on the development of teaching ability during terms 1 and 2
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 with additional annotations on a copy of the lesson commentary
Indicative reading
Bassot, B. (2013). The reflective journal. Basingstoke: Palgrave Macmillan.
Bernhard II, H. C., & Stringham, D. A. (2016). A national survey of music education majors’ confidence in teaching improvisation. International Journal of Music Education, 34(4),393-390.
Daniel, R. (2006). Exploring music instrument teaching and learning environments: Video analysis as a means of elucidating process and learning outcomes. Music Education Research, 8(2), 191-215.
Daniel, R., & Bowden, J. (2013). The intermediate piano stage: Exploring teacher perspectives and insights. British Journal of Music Education, 30(2), 245-260.
Hallam, S. (1998a). Creativity: Improvising and composing (Chapter 10). Instrumental teaching: A guide to better teaching and learning (pp. 201-225). Oxford: Heinemann.
Hallam, S., & Gaunt, H. (2012). Improvising and nurturing your creativity. Preparing for success: A practical guide for young musicians (pp. 96-112). London: Institute of Education, University of London.
Harris, P., & Crozier, R. (2000). Teaching scales (Chapter 8). The music teachers’ companion: A practical guide (pp. 53-58). London: ABRSM.
Kivestu, T. & Leijen, A. (2014). A model for supporting students’ reflection in tertiary music education. Procedia - Social and Behavioural Sciences, 112, 199-208.
Parkinson, T. (2016). Mastery, enjoyment, tradition and innovation: A reflective practice model for instrumental and vocal teachers. International Journal of Music Education, 34(3), 352-368.
Walter, J. S. (2015). Earplug usage in preservice music teachers. Update: Applications of Research in Music Education, 35(2), 5-14.
Yeh, Y-L. (2016). An investigation of Taiwanese piano teachers’ reflection on teaching challenges and pupils’ learning difficulties. Music Education Research, 20(1), 32-43.
Young, V., Burwell, K., & Pickup, D. (2003). Areas of study and teaching strategies in instrumental teaching: A case study research project. Music Education Research, 5(2), 139-155.