Accessibility statement

Enhanced student-centred pedagogy - MUS00095M

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  • Department: Music
  • Module co-ordinator: Dr. Richard Powell
  • 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 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 2024-25

Module aims

This module extends knowledge, understanding, and research skills relating to effective instrumental and vocal teaching. 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:

  • articulate awareness of a range of potential barriers to access and engagement with instrumental/vocal learning, along with considerations and strategies that teachers can use to help address, mitigate and adapt to these;

  • detail theoretical knowledge of learner motivation and relevant implications for learning and teaching;

  • demonstrate understanding of the roles that assessment can play in musical learning, along with implications of engagement with instrumental/vocal examinations for learning and teaching;

  • articulate understanding of pedagogical approaches for facilitating and supporting learners in developing aspects of musical creativity and expression;

  • demonstrate in-depth understanding of recent research in these subject areas 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.

Assessment

Task Length % of module mark
Essay/coursework
Essay : Literature review essay		 N/A 100

Special assessment rules

None

Additional assessment information

100%: 2,500-word literature review essay in two stages: a review of literature related to a topic selected from within one of the key thematic strands of the module (accessibility and inclusivity; motivation and assessment; creativity and expression); and a discussion of resulting implications and recommendations for a specific area of instrumental/vocal pedagogy or research.

Reassessment

Task Length % of module mark
Essay/coursework
Essay : Literature review essay		 N/A 100

Module feedback

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

Indicative reading

Brenner, B., & Strand, K. (2013). A case study of teaching musical expression to young performers. Journal of Research in Music Education, 61(1), 80–96. https://doi.org/10.1177/0022429412474826

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. https://doi.org/10.1017/S0265051705006601

Burnard, P. (2012). Musical creativities in practice. Oxford University Press.

Carey, G., & Grant, C. (2015). Teacher and student perspectives on one-to-one pedagogy: Practices and possibilities. British Journal of Music Education, 32(1), 5-22. https://doi.org/10.1017/S0265051714000084

Cogdill, S.H. (2015). Applying research in motivation and learning to education: What the experts say. Update: Applications of Research in Music Education, 33(2), 49-57. https://doi.org/10.1177/8755123314547909

Colombo, B., & Antonietti, A. (2017). The role of metacognitive strategies in learning music: A multiple case study. British Journal of Music Education, 34(1), 95–113. https://doi.org/10.1017/S0265051716000267

Coutts, L. (2018). Selecting motivating repertoire for adult piano students: A transformative pedagogical approach. British Journal of Music Education, 35(3), 285-299. https://doi.org/10.1017/S0265051718000074

Coutts, L. (2019). Empowering students to take ownership of their learning: Lessons from one piano teacher’s experiences with transformative pedagogy. International Journal of Music Education, 37(3), 493-507. https://doi.org/10.1177/0255761418810287

Dale, P. (2017). Engaging students with music education: DJ decks, urban music and child-centred learning. Routledge.

Dale, P., Burnard, P., & Travis, R. (2023). Music for inclusion and healing in schools and beyond: hip hop, grime, and more. Oxford University Press.

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. https://doi.org/10.1017/S0265051799000169

Denis, J. M. (2018). Assessment in music: A practitioner introduction to assessing students. Update: Applications of Research in Music Education, 36(3), 20-28. https://doi.org/10.1177/8755123317741489

Gaunt, H. (2011). Understanding the one-to-one relationship in instrumental/vocal tuition in higher education: Comparing student and teacher perceptions. British Journal of Music Education, 28(2), 159-180. https://doi.org/10.1017/S0265051711000052

Hallam, S. (1998a). Individual differences (Chapter 3). In Instrumental teaching: A guide to better teaching and learning (pp. 51-74). Heinemann.

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

Hallam, S. (1998c). Using information technology (Chapter 15). In Instrumental teaching: A guide to better teaching and learning (pp. 305-316). Heinemann.

Hallam, S. (2001). The development of metacognition in musicians: Implications for education. British Journal of Music Education, 18(1), 27-39. https://doi.org/10.1017/S0265051701000122

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. https://doi.org/10.1177/0255761406063108

Johnson, C., Williams, L., Parisi, J, & Brunkan, M. (2016). Behavioral characteristics and instructional patterns of expert teaching, and the transfer of those behaviors into a musical setting: Two case studies. International Journal of Music Education, 34(3), 299-310. https://doi.org/10.1177/02F0255761415619060

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 University Press.

Meissner, H. (2016). Instrumental teachers’ instructional strategies for facilitating children’s learning of expressive music performance: An exploratory study. International Journal of Music Education, 35(1), 118-135. https://doi.org/10.1177/0255761416643850

Meissner, H. (2021) Theoretical framework for facilitating young musicians’ learning of expressive performance. Frontiers in Psychology, 11(584171), 1–21. https://doi.org/10.3389/fpsyg.2020.584171

Meissner, H., Timmers, R. & Pitts, S. (2021) ‘Just notes’: Young musicians’ perspectives on learning expressive performance. Research Studies in Music Education, 43(3),451-464. https://doi.org/10.1177/1321103X19899171

Millican, J. S. (2013). Describing instrumental music teachers’ thinking: Implications for understanding pedagogical content knowledge. Update: National Association for Music Education, 31(2), 45-53. https://doi.org/10.1177/02F8755123312473761

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 University Press.

Ockelford, A. (2015). The Sounds of Intent project: Modelling musical development in children with learning difficulties. Tizard Learning Disability Review, 20(4), 179-194. https://doi.org/10.1108/TLDR-02-2015-0007

Pike, P. D. (2015). Using a synchronous online teaching internship to develop pedagogical skills and explore teacher identity: A case study. Journal of Music, Technology and Education, 8(3), 227-242. https://doi.org/10.1386/jmte.8.3.227_1

Pike, P. D. (2017). Improving music teaching and learning through online service: A case study of a synchronous online teaching internship. International Journal of Music Education, 35(1), 107-117. https://doi.org/10.1177/0255761415613534

Power, A. M., & Powell, S. J. (2018). Engaging young string players in metacognition. International Journal of Music Education, 36(4), 659–670. https://doi.org/10.1177/02F0255761418771989

Purser, D. (2005). Performers as teachers: Exploring the teaching approaches of instrumental teachers in conservatoires. British Journal of Music Education, 22(3), 287-298. https://doi.org/10.1017/S0265051705006546

Randles, C., & Burnard, P. (2022). The Routledge Companion to Creativities in Music Education. Routledge.

Reiflinger, Jr., J. L. (2019). Dyslexia in the music classroom: A review of literature. Update: National Association for Music Education, 38(1), 9-17. https://doi.org/10.1177/8755123319831736

Renwick, J., & Reeve, J. (2012). Supporting motivation in music education. In G. E. McPherson & G. F. Welch (Eds.), The Oxford handbook of music education, Volume 1 (pp. 143–162). Oxford University Press.

Ruddock, E. (2018) On being musical: Education towards inclusion. Educational Philosophy and Theory, 50(5), 489–498, https://doi.org/10.1080/00131857.2016.1198248

Scott, S. (2006). A constructivist view of music education: Perspectives for deep learning. General Music Today, 19(2), 17-21. https://doi.org/10.1177/10483713060190020105

Scott, S. J. (2012). Rethinking the roles of assessment in music education. Music Educators Journal, 98(3), 31-35. https://doi.org/10.1177/0027432111434742

Shively, J. (2015). Constructivism in music education. Arts Education Policy Review, 116(3), 128-136. https://doi.org/10.1080/10632913.2015.1011815

Thornton, L., & Culp, M. E. (2020) ‘Instrumental opportunities: Music for all’. National Association for Music Education 38(3), 48-57. https://doi.org/10.1177/87551233209071

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. https://doi.org/10.1017/S0265051706007200


The information on this page is indicative of the module that is currently on offer. The University is constantly exploring 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 by the University. Where appropriate, the University will notify and consult with affected students in advance about any changes that are required in line with the University's policy on the Approval of Modifications to Existing Taught Programmes of Study.