Studying at York
Music Across the Lifespan 2: Music in the School Years & Beyond - MUS00084M
Module summary
This module will equip students with the practical and reflective skills that they need to facilitate group music learning through performing, composing and instrumental/vocal learning. It conveys theoretical knowledge relating to understanding one-to-one and group pedagogy and facilitates the practical application of this knowledge in order to plan and support effective learning with school-aged pupils and with adults.
Module will run
| Occurrence | Teaching period |
|---|---|
| A | Spring Term 2022-23 |
Module aims
This module develops students’ practical and reflective skills as music teachers and practitioners. It includes concepts relating to understanding pupil-centred group pedagogy and facilitates the practical application of this knowledge in order to plan and support effective learning. Through practical group facilitation activities, students apply theoretical knowledge related to learning, motivation, the teacher-student relationship, differentiation, lesson planning and age-appropriate teaching. Students also gain knowledge of effective teaching materials and understanding of professional ethics and concerns, and develop reflective skills both verbally and in written form.
Module learning outcomes
Upon completion of this module, students will be able to:
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Apply theoretical knowledge of group music learning through participation, facilitation and reflection
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Facilitate group learning with increased confidence and sophistication
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Articulate the relationship between theory and their own facilitation practice
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Reflect critically on the development of their group music facilitation skills
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Prepare and critically evaluate lesson plans for group music learning settings
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Show understanding of recent research in the subject and be able to articulate this in written form, demonstrating the ability to synthesise and explore ideas, and evidencing this ability either through an essay or commentary
Module content
Module Syllabus (indicative)
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Introduction to age-appropriate group teaching and facilitation theories
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The facilitation toolkit
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Group instrumental/vocal teaching
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Motivation and identity
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Devising: improvising, composing, songwriting
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Performing together
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Understanding barriers to learning for children and young people
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Reflection and evaluation
Indicative assessment
| Task | % of module mark | Group |
|---|---|---|
| Essay/coursework | 100 | A |
| Essay/coursework | 50 | B |
| Groupwork | 50 | B |
Special assessment rules
None
Additional assessment information
Students can complete either:
A) a 3000-word reflective essay (100%), OR
B) a 14-16 minute group lesson video (50%) with a 1000-word reflective lesson commentary (50%)
Indicative reassessment
| Task | % of module mark |
|---|---|
| Essay/coursework | 100 |
Module feedback
Written feedback to students within 20 working days.
Indicative reading
Burnard, P., & Murphy, R. (2013). Teaching music creatively. Routledge.
Cremata, R. (2017). Facilitation in popular music education. Journal of Popular Music Education, 1(1), 63–82.
Fautley, M., Kinsella, V., & Whittaker, A. (2019). Models of teaching and learning identified in whole-class ensemble tuition. British Journal of Music Education, 36(3), 243-252.
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.
Lamont, A., Hargreaves, D. J., Marshall, N. A., & Tarrant, M. (2003). Young people’s music in and out of school. British Journal of Music Education, 20, 229–241
Pike, P. (2014). The differences between novice and expert group-piano teaching strategies: A case study and comparison of beginning group piano classes. International Journal of Music Education, 32(2).
Sawyer, K. (2006). Group creativity: Musical performance and collaboration. Psychology of Music, 34(2).
Standerfer, S. L. (2011) Differentiation in the Music Classroom. Music Educators’ Journal, 97(4),
Vygotsky, L. S. (1978). Interaction between learning and development. In M. Cole, V. John-Steiner, S. Scribner, & E. Souberman (Eds.), Mind in society: The development of higher psychological functions (pp. 79–91). MIT Press.
Waddington-Jones, C., King, A., & Burnard, P. (2019). Exploring wellbeing and creativity through collaborative composition as part of Hull 2017 City of Culture. Frontiers in Psychology, 10(548).