- Department: Music
- Credit value: 20 credits
- Credit level: M
- Academic year of delivery: 2024-25
- See module specification for other years: 2023-24
The module extends your practical and reflective skills as instrumental/vocal teachers. It conveys knowledge relating to understanding the needs of learners in the intermediate–advanced stages of musical development and facilitates the practical application of this knowledge in order to plan and deliver effective tuition. The module develops further awareness of learners’ needs and explores a wider range of teaching techniques.
Pre-requisite modules
Co-requisite modules
- None
Prohibited combinations
- None
Occurrence | Teaching period |
---|---|
A | Semester 2 2024-25 |
This module develops and extends your practical and reflective ability as instrumental/vocal teachers in relation to the teaching of intermediate–advanced level learners (c. ABRSM Grade 5-8). The module facilitates further awareness of the learner’s needs and explores a range of teaching techniques. Through practical instrumental/vocal teaching you will apply theoretical knowledge relating to teaching styles and values, the development of expertise, musicians’ wellbeing, the teaching of skills relating to sight-reading, memorisation, improvisation, composition, performance preparation, and interpretation. The module builds on existing reflective practice skills and enhances students’ awareness of their interpersonal and empathic skills, delivery of teaching, time management, interaction with the learner and presentation of material (verbally and through demonstration) and their ability to comprehensively reflect on their development as teachers and the pedagogical approaches deployed in sophisticated written form. The module will also address professional development.
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 intermediate–advanced level learners.
Apply skills by demonstrating understanding of pedagogical ideas in a short one-to-one lesson for a learner of intermediate–advanced level.
Recall, analyse and evaluate 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 being met through the employment of pedagogical and interpersonal strategies, supported by use of appropriately sophisticated 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 are able to acquire and apply appropriately sophisticated knowledge and skills, changes in understanding are facilitated for the learner, and increasingly comprehensive learner independence is being supported.
Through written reflective work, improve understanding of effective practice with intermediate–advanced 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 their own teaching practice.
Task | % of module mark |
---|---|
Essay/coursework | 60 |
Essay/coursework | 40 |
None
40%: Recording of a one-to-one instrumental or vocal lesson with a learner of intermediate–advanced 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 intermediate–advanced level learners (1000 words).
Task | % of module mark |
---|---|
Essay/coursework | 60 |
Essay/coursework | 40 |
You will receive written feedback in line with standard University turnaround times.
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Bernhard II, H. C., & Stringham, D. A. (2016). A national survey of music education majors’ confidence in teaching improvisation. International Journal of Music Education, 34(4), 393-390. https://doi.org/10.1177/0255761415619069
Blackwell, J. (2020). Expertise in applied studio teaching: Teachers working with multiple levels of learners. International Journal of Music Education, 38(2), 283-298. https://doi.org/10.1177/0255761419898312
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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.
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