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Effective Pedagogy - MUS00104M

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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

This module explores research on effective instrumental and vocal teaching, with particular focus on aspects of the student–teacher relationship in the context of beginner–intermediate levels. The module develops study, writing and research skills through consideration and critical appraisal of a range of written material.

Module will run

Occurrence Teaching period
A Semester 1 2023-24

Module aims

This module explores research on effective instrumental and vocal teaching, with particular focus on aspects of the student–teacher relationship in the context of beginner–intermediate levels. The module develops understanding of pedagogical theories and concepts and facilitates understanding of contexts for teaching, interpersonal dynamics (including the student–parent–teacher relationship), teacher and student motivations for involvement in instrumental/vocal lessons, professional concerns and obligations (including safeguarding), teaching for effective learning, adaptive approaches relating to student age and need, and the development and teaching of instrumental/vocal practising skills. The module develops study, writing and research skills through consideration and evaluation of a range of written material, encouraging students to develop a critically engaged approach to literature and research published within the field of instrumental/vocal pedagogy.

Module learning outcomes

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

  • Identify contexts for teaching and understand professional concerns and obligations.

  • Articulate the role of motivation in their own teaching and its function in learner learning, particularly in the context of beginner–intermediate levels.

  • Analyse approaches to learning and understand how awareness of this can enable effective teaching that can be adapted according to student needs, and to facilitate strategies for productive instrumental/vocal practice.

  • Articulate understanding of the student–teacher relationship, and related interpersonal relationships such as that of the student–parent–teacher triad.

  • Show understanding of recent research in the subject and be able to articulate this in written form, demonstrating the ability to critically appraise literature and consider it in relation to broader pedagogical ideas.

  • Develop the quality of their academic work, for example, through understanding and applying study skills, referencing, structuring and presenting ideas in written form.

Indicative assessment

Task % of module mark
Essay/coursework 100

Special assessment rules

None

Additional assessment information

2,000-word critical appraisal of a research article relating to instrumental/vocal teaching set by the course tutors.

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

Asmus, E.P, & Zdzinski, S. F. (2009). How to read a research article from A to Z. Paper presented at the 28th International Society of Music Education World Conference, Bologna, Italy, August. Retrieved from http://asmus.uga.edu/A2Z/pdf/ThePaperJRME.pdf

Creech, A., & Hallam, S. (2011). Learning a musical instrument: The influence of interpersonal interaction on outcomes for school-aged pupils. Psychology of Music, 39(1), 102-122.

Davidson, J. W., Moore., D. G., Sloboda, J. A., & Howe, M. J. A. (1998). Characteristics of music teachers and the progress of young instrumentalists. Journal of Research in Music Education, 26(1), 141-160.

Haddon, E. (2009). Instrumental and vocal teaching: How do music students learn to teach? British Journal of Music Education, 26(1), 57-70.

Hallam, S. (1995). Professional musicians’ orientations to practice: Implications for teaching. British Journal of Music Education, 12(1), 3-19.

Hallam, S. (1998a). Why students learn to play an instrument (Chapter 1). Instrumental teaching: A guide to better teaching and learning (pp.1-20). Oxford: Heinemann Educational Publishers.

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

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

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.

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: Cambridge University Press.

Lehmann, A. C., Sloboda, J. A. & Woody, R. H. (2007). The teacher (Chapter 10). Psychology for musicians: Understanding and acquiring the skills (pp. 185-204). Oxford: Oxford University Press.

Macmillan, J. (2004). Learning the piano: A study of attitudes towards parental involvement. British Journal of Music Education, 21(3), 295-311.

McPherson, G. E., & Renwick, J. M. (2001). A longitudinal study of self-regulation in children’s musical practice. Music Education Research, 3(2), 169-186.

Mills, J. (2004). Conservatoire students as instrumental teachers. Bulletin of the Council for Research in Music Education, no. 161/162, 145-153.

Norton, N. C. (2019). Human, professional, musician, educator, ally of prevention: Your health matters. American Music Teacher, 68(6), 14-17.

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: Oxford University Press.

Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles: Concepts and evidence. Psychological Science in the Public Interest, 9(3), 105-119.

Pike, P. (2017). Self-regulation of teenaged pianists during at-home practice. Music Education Research, 45(5), 739-751.

Pike, P. (2017). Exploring self-regulation through a reflective practicum: A case study of improvement through mindful piano practice. Music Education Research, 19(4),398-409.

Pitts, S., Davidson, J., & McPherson, G. E. (2000). Developing effective practise strategies: Case studies of three young instrumentalists. Music Education Research, 2(1), 45-56.

Renwick, J. M., & McPherson, G. E. (2002). Interest and choice: Student-selected repertoire and its effects on practising behaviour. British Journal of Music Education, 19(2), 173-188.

Thomas, G. (2009). How to do your research project. London: Sage.


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.