Accessibility statement

One-to-one teaching (Beginner–Intermediate) - MUS00094M

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  • Department: Music
  • Credit value: 20 credits
  • Credit level: M
  • Academic year of delivery: 2024-25
    • See module specification for other years: 2023-24

Module summary

The module develops your practical and reflective skills as instrumental/vocal teachers. It conveys knowledge relating to understanding the needs of learners in the beginner–intermediate stages of musical development and facilitates the practical application of this knowledge in order to plan and deliver effective tuition.

Module will run

Occurrence Teaching period
A Semester 1 2024-25

Module aims

This module develops your practical and reflective skills as instrumental/vocal teachers. It includes concepts relating to understanding the needs of learners in the earlier stages of musical learning (beginner–intermediate levels; c. ABRSM Grade 1–4) and facilitates the practical application of this knowledge to plan and deliver effective tuition in a learner-centred manner. Through practical instrumental/vocal teaching you will apply theoretical knowledge relating to online and face-to-face learning, strategies for preparing and delivering the first lesson (planning, content, presentation, time management), age-appropriate teaching, effective questioning and dialogic approaches, group teaching, healthy instrumental/vocal practice, and approaches to notation and theory. You also gain knowledge of effective teaching materials, understanding of professional ethics and concerns, and develop reflective skills both verbally and in written form.

Module learning outcomes

By the end of the module you should be able to:

  • Show understanding of the practical applications of research and convey principles of effective instrumental/vocal teaching through work with beginner–intermediate level learners.

  • Apply skills by demonstrating understanding of pedagogical ideas in a short one-to-one lesson for a beginner–intermediate level learner.

  • Recall, analyse and evaluate specific aspects of your teaching in reflective writing, taking into consideration factors such as:

    • the creation and practical execution of detailed lesson plans;

    • the extent to which learner needs are met through the employment of teaching strategies supported by use of appropriate materials and resources;

    • the clarity and effectiveness of your verbal and non-verbal communication;

    • developing aspects of the learner–teacher relationship;

    • the extent to which learners have been able to acquire and apply knowledge and skills through their lessons with you, and the extent to which you have been able to support autonomy;

    • the broader development of your approach as a teacher in work with learners of beginner–intermediate standard.

  • Through written reflective work, improve understanding of effective practice with beginner–intermediate learners and how your own teaching can be developed, demonstrating awareness of the value of reflection on individual improvement as a teacher.

  • Show meaningful understanding of recent research in the subject and be able to articulate this in written form, demonstrating the ability to synthesise and explore ideas in relation to both wider pedagogy and your own teaching practice.

Indicative assessment

Task % of module mark
Essay/coursework 60
Essay/coursework 40

Special assessment rules

None

Additional assessment information

40%: Recording of a one-to-one instrumental or vocal lesson with a learner of beginner–intermediate level (15 minutes duration), submitted with accompanying documentation including copies of the lesson plan, learner consent form and relevant teaching materials.

60%: Reflective essay concerning development as a teacher of beginner–intermediate level learners (1000 words).

Indicative reassessment

Task % of module mark
Essay/coursework 60
Essay/coursework 40

Module feedback

You will receive written feedback in line with standard University turnaround times.

Indicative reading

Allsup, R. E. & Baxter, M. (2004). Talking about music: Better questions? Better discussions! Music Educators Journal, 91(2), 29–33. https://doi.org/10.2307/3400046

Bartholomew, D. (1993). Effective strategies for praising students. Music Educators Journal, 80(3), 40-43. https://doi.org/10.2307/3398674

Bjøntegaard, B. J. (2015). A combination of one-to-one teaching and small group teaching in higher music education in Norway – a good model for teaching? British Journal of Music Education, 32(1), 23-36. https://doi.org/10.1017/S026505171400014X

Coats, S. (2006). Lesson planning (Chapter 2). Thinking as you play (pp. 3-18). Indiana University Press.

Conkling, S. W. (2003). Uncovering preservice music teachers’ reflective thinking: Making sense of learning to teach. Bulletin of the Council for Research in Music Education, 155(4), 11-23. https://www.jstor.org/stable/40319420

Daniel, R. (2004). Innovations in piano teaching: A small-group model for the tertiary level. Music Education Research, 6(1), 23-43. https://doi.org/10.1080/1461380032000182911

Duke, R. A. (2012). Their own best teachers: How we help and hinder the development of learners’ independence. Music Educators Journal, 99(2), 36-41. https://doi.org/10.1177/0027432112458956

Fisher, C. (2010). Teaching piano in groups. Oxford University Press.

Harris, P. (2008). Teaching beginners: A new approach for instrumental and singing teachers. Faber Music.

Haddon, E. (2017). Piano performance: Group classes for the lifelong learner. Research Studies in Music Education, 39(1), 57-71. https://doi.org/10.1177/02F1321103X17702972

Harris, P., & Crozier, R. (2000). Lessons (Chapter 3). The music teacher’s companion: A practical guide (pp. 17-26). Associated Board of the Royal Schools of Music.

Hughes, J. (1999). Improving communication skills in student music educators: A case study. Music Education Research, 1(2), 227-236. https://doi.org/10.1080/1461380990010209

Hughes, J. (2005). Improving communication skills in student music teachers. Part two: Questioning skills. Music Education Research, 7(1), 83-99. https://doi.org/10.1080/14613800500042158

Kassner, K. (1998). Would better questions enhance music learning? Music Educators Journal, 84(4), 29-36. https://doi.org/10.2307/3399113

King, A., Prior, H., & Waddington-Jones, C. (2019). Connect Resound: Using online technology to deliver music education to remote communities. Journal of Music, Technology & Education, 12(2), 201-217. https://doi.org/10.1386/jmte_00006_1

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. https://doi.org/10.1080/14613808.2019.1585791

Lane, J. S., & Talbert, M. D. (2015). Examining lesson plan use among instrumental music education majors during practice teaching. Journal of Music Teacher Education, 24(3), 83-96. https://doi.org/10.1177/1057083713514979

Larrivee, B. (2000). Transforming teaching practice: Becoming the critically reflective teacher. Reflective Practice, 1(3), 293-307. https://doi.org/10.1080/713693162

Macmillan, J. (2010). Successful practising: A handbook for pupils, parents and music teachers. www.jennymacmillan.co.uk

Moon, J. (1999a). Backgrounds: Some introductions to learning journals (Chapter 1). Learning journals: A handbook for academics, students and professional development (pp. 3-17). Kogan Page.

Moon, J. (1999b). Learning from learning journals (Chapter 2). Learning journals: A handbook for academics, students and professional development (pp. 18-36). Kogan Page.

Mutton, T., Hagger, H., & Burn, K. (2011). Learning to plan, planning to learn: The developing expertise of beginning teachers. Teachers and Teaching, 17(4), 399-416.

Norton, N. C. (2019). Human, professional, musician, educator, ally of prevention: Your health matters. American Music Teacher, 68(6), 14-17. [Available via the VLE Module reading list].

Norton, N. C. (2020). Considering musicians’ health and wellness literature through the lens of The Behaviour Change Wheel. Journal of Music, Health, and Wellbeing, Autumn, 1-25.

Patston, T., & Waters, L. (2015). Positive instruction in music studios: Introducing a new model for teaching studio music in schools based upon positive psychology. Psychology of Well-Being, 5(Article 10), 1-10. https://doi.org/10.1186/s13612-015-0036-9

Savage, J. (2021). Teaching music in England today. International Journal of Music Education. https://doi.org/10.1177/0255761420986213

Schmidt, M. (2005). Preservice string teachers’ lesson-planning processes: An exploratory study. Journal of Research in Music Education, 53(1), 4-25. https://doi.org/10.1177/002242940505300102

Shi, Y. (2021). The use of mobile internet platforms and applications in vocal training: Synergy of technological and pedagogical solutions. Interactive Learning Environments. https://doi.org/10.1080/10494820.2021.1943456

Williams, K, Woolliams, M., & Spiro, J. (2012). Reflective writing. Palgrave Macmillan.


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.