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Effective Pedagogy - MUS00104M

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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

This module explores research on effective instrumental and vocal teaching, with particular focus on aspects of the student–teacher relationship. 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 2024-25

Module aims

This module explores research on effective instrumental and vocal teaching, with particular focus on aspects of the student–teacher relationship. 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.

  • 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.

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

Bonneville-Roussy, A. & Bouffard, T. (2015). When quantity is not enough: Disentangling the roles of practice time, self-regulation and deliberate practice in musical achievement. Psychology of Music, 43(5), 686-704. https://doi.org/10.1177/0305735614534910

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. https://doi.org/10.1177/0305735610370222

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

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. https://doi.org/10.2307/3345766

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

Haddon, E. (2009). Instrumental and vocal teaching: How do music students learn to teach? British Journal of Music Education, 26(1), 57-70. https://doi.org/10.1017/S0265051708008279

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

Hallam, S. (1995). Professional musicians’ orientations to practice: Implications for teaching. British Journal of Music Education, 12(1), 3-19. https://doi.org/10.1017/S0265051700002357

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

Hallam, S., Creech, A., Varvarigou, M., & Papageorgi, I. (2019). Are there differences in practice depending on the instrument played? Psychology of Music, 48(6), 745-765. https://doi.org/10.1177/0305735618816370

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 University Press.

Macmillan, J. (2004). Learning the piano: A study of attitudes towards parental involvement. British Journal of Music Education, 21(3), 295-311. https://doi.org/10.1017/S0265051704005807

McPherson, G. E. (2009). The role of parents in children's musical development. Psychology of Music, 37(1), 91-110. https://doi.org/10.1177/0305735607086049

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. https://doi.org/10.1080/14613800120089232

Mills, J. (2004). Conservatoire students as instrumental teachers. Bulletin of the Council for Research in Music Education, 161/162, 145-153. https://www.jstor.org/stable/40319248

Norton, N., Ginsborg, J., & Greasley, A. (2019). Instrumental and vocal teachers in the United Kingdom: Demographic characteristics, educational pathways, and beliefs about qualification requirements. Music Education Research, 21(5), 560-581. https://doi.org/10.1080/14613808.2019.1656181

Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles: Concepts and evidence. Psychological Science in the Public Interest, 9(3), 105-119. https://doi.org/10.1111/j.1539-6053.2009.01038.x

Pike, P. (2017). Self-regulation of teenaged pianists during at-home practice. Music Education Research, 45(5), 739-751. https://doi.org/10.1177/0305735617690245

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. https://doi.org/10.1080/14613808.2017.1356813

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. https://doi.org/10.1080/14613800050004422

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. https://doi.org/10.1017/S0265051702000256

Ryan, G. (2010). Interruptions reshaped into transitions: Personal reflections on the identity challenges of moving to music education. Action, Criticism & Theory for Music Education, 9(2), 48-59. http://act.maydaygroup.org/articles/Ryan9_2.pdf


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.