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Enhanced student-centred pedagogy - MUS00095M

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

Module summary

The module develops understanding of concepts relating to accessible and inclusive teaching, learner motivation, assessment, creativity and expression. The module develops research skills through further examination of a range of written and online materials.

Module will run

Occurrence Teaching period
A Semester 2 2023-24

Module aims

This module extends knowledge, understanding, and research skills relating to effective instrumental and vocal teaching. In particular, the module develops understanding of concepts relating to the teaching of advanced learners and to working with learners with special needs. The module facilitates understanding of research relating to accessible and inclusive teaching, fostering learner motivation, facilitating creativity, supporting the development of skills including musical expression, the role of assessment in learning and working with students in preparation for examinations. The module develops research skills through further examination of a range of written and online material, and encourages you to synthesise and evaluate research concerning particular areas within instrumental/vocal teaching.

Module learning outcomes

On completion of this module you will be able to:

  • Detail theoretical knowledge of learner motivation.

  • Articulate awareness of different kinds of special needs and appropriate approaches and resources.

  • Demonstrate understanding of the roles that assessment can play in musical learning, as well as of strategies to achieve positive approaches to preparation for examinations.

  • Articulate understanding of teaching skills for musical expression.

  • Demonstrate in-depth understanding of recent research in the subject and be able to articulate this in written form, demonstrating the ability to synthesise, explore, critique and develop ideas in a focused, structured piece of work with a cohesive argument, demonstrating sophisticated presentation, research and bibliographic skills.

Indicative assessment

Task % of module mark
Essay/coursework 100

Special assessment rules

None

Additional assessment information

100%: 3,000-word literature review essay on a topic relating to instrumental and/or vocal pedagogy

Indicative reassessment

Task % of module mark
Essay/coursework 100

Module feedback

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

Indicative reading

Burwell, K. (2005). A degree of independence: Teachers’ approaches to instrumental tuition in a university college. British Journal of Music Education, 22(3), 199-215.

Davidson, J., & Scutt, S. (1999). Instrumental learning with exams in mind: A case study investigating teacher student and parent interactions before, during and after a music exam. British Journal of Music Education, 16(1), 79-95.

Duke, R. A. & Simmons, A. L. (2006). The nature of expertise: Narrative descriptions of 19 common elements observed in the lessons of three renowned artist-teachers. Bulletin of the Council for Research in Music Education, 170, 1-13.

Hallam, S. (1998b). Assessment and performance (Chapter 13). In Instrumental teaching: A guide to better teaching and learning (pp. 272-286). Oxford: Heinemann.

Hallam, S. (2001). The development of metacognition in musicians: Implications for education. British Journal of Music Education, 18(1), 27-39.

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.

Henninger, J. C., Flowers, P. J., & Councill, K. H. (2006). Pedagogical techniques and student outcomes in applied instrumental lessons taught by experienced and pre-service American music teachers. International Journal of Music Education, 24(1), 71-84.

Miles, T. R., & Westcombe, J. (Eds.) (2001). Music & dyslexia: Opening new doors. London: Whurr Publishers.

Oglethorpe, S. (2002). Instrumental music for dyslexics: A teaching handbook. London: Whurr Publishers.

Power, A., & McCormack, D. (2012). Piano pedagogy with a student who is blind: An Australian case. International Journal of Music Education, 30(4), 341-353.

Purser, D. (2005). Performers as teachers: Exploring the teaching approaches of instrumental teachers in conservatoires. British Journal of Music Education, 22(3), 287-298.

Upitis, R., Abrami, P. C., Brook, J., Boese, K., & King, M. (2017). Characteristics of Independent music teachers. Music Education Research, 19(2), 169-194.

Ward, V. (2007). Teaching musical awareness: The development and application of a ‘toolkit’ of strategies for instrumental teachers. British Journal of Music Education, 24(1), 21-36.


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.