Accessibility statement

One-to-one teaching (Intermediate–Advanced) - MUS00119M

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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

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.

Related modules

Pre-requisite modules

Co-requisite modules

  • None

Prohibited combinations

  • None

Module will run

Occurrence Teaching period
A Semester 2 2024-25

Module aims

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.

Module learning outcomes

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.

Indicative assessment

Task % of module mark
Essay/coursework 60
Essay/coursework 40

Special assessment rules

None

Additional assessment information

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).

Indicative reassessment

Task % of module mark
Essay/coursework 60
Essay/coursework 40

Module feedback

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

Indicative reading

Bassot, B. (2013). The reflective journal. Palgrave Macmillan.

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

Carey, G., Coutts, L., Grant, C., Harrison, S., & Dwyer, R. (2017). Enhancing reflection in the tertiary music studio through reflection and collaboration. Music Education Research, 20(4), 399-411. https://doi.org/10.1080/14613808.2017.1409204

Carey, G., Harrison, S. & Dwyer, R. (2017). Encouraging reflective practice in conservatoire students: A pathway to autonomous learning? Music Education Research, 19(1), 99-110. https://doi.org/10.1080/14613808.2016.1238060

Chaffin, R. Logan, T. R., & Begosh, K. T. (2009). Performing from memory (Chapter 3). In S. Hallam, I. Cross, & M. Thaut (Eds.), Oxford Handbook of music psychology (1st Ed.) (pp. 352-363). Oxford University Press.

de Bruin, L. R. (2019). The use of cognitive apprenticeship in the learning and teaching of improvisation: Teacher and student perspectives. Research Studies in Music Education, 41(3), 261–279. https://doi.org/10.1177/1321103X18773110

Daniel, R. (2006). Exploring music instrument teaching and learning environments: Video analysis as a means of elucidating process and learning outcomes. Music Education Research, 8(2), 191-215. https://doi.org/10.1080/14613800600779519

Daniel, R., & Bowden, J. (2013). The intermediate piano stage: Exploring teacher perspectives and insights. British Journal of Music Education, 30(2), 245-260. https://doi.org/10.1017/S0265051713000041

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. https://www.jstor.org/stable/40319345

Elgersma, K. (2012). First year teacher of first year teachers: A reflection on teacher training in the field of piano pedagogy. International Journal of Music Education, 30(4), 409-424. https://doi.org/10.1177/0255761412462970

Ginsborg, J. (2004). Strategies for memorising music. In A. Williamon (Ed.), Musical excellence: Strategies and techniques to enhance performance (pp. 123-142). Oxford University Press.

Ha, J. (2017). The careers of three experienced string teachers: Some observations. International Journal of Music Education, 35(4), 601–620. https://doi.org/10.1177/0255761416689842

Haddon, E. (2013). Continuing professional development for the musician as teacher in a university context. In M. Stakelum (Ed.), Developing the musician: Contemporary perspectives on teaching and learning (pp. 191-206). Ashgate.

Hallam, S. (1998). Creativity: Improvising and composing (Chapter 10). Instrumental teaching: A guide to better teaching and learning (pp. 201-225). Heinemann.

Hallam, S., & Gaunt, H. (2012). Improvising and nurturing your creativity. Preparing for success: A practical guide for young musicians (pp. 96-112). Institute of Education, University of London.

Harris, P., & Crozier, R. (2000). Teaching scales (Chapter 8). The music teachers’ companion: A practical guide (pp. 53-58). Associated Board of the Royal Schools of Music.

Kivestu, T., & Leijen, A. (2014). A model for supporting students’ reflection in tertiary music education. Procedia – Social and Behavioural Sciences, 112, 199-208. https://doi.org/10.1016/j.sbspro.2014.01.1156

Kupers, E., van Dijk, M. & van Geert, P. (2017). Changing patterns of scaffolding and autonomy during individual music lessons: A mixed methods approach. Journal of the Learning Sciences, 26(1), 131-166. https://doi.org/10.1080/10508406.2016.1259624

Mills, J. (2003). Musical performance: Crux or curse of music education? Psychology of Music, 31(3), 324-339. https://doi.org/10.1177/02F03057356030313005

Montemayor, M. (2008). Flauto: An ethnographic study of a highly successful private studio. International Journal of Music Education, 26(4), 286-301. https://doi.org/10.1177/0255761408096071

Moon, J. (2004). A handbook of reflective and experiential learning. RoutledgeFalmer.

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.

O’Connor, J. (1987). Not pulling strings: A book about instrumental and music education. Lambent Books.

Pacheco-Costa, A. (2019). Teachers’ strategies for playing by ear in one-to-one instrumental lessons: A case-study in Spain. Music Education Research, 21(2), 161-173. https://doi.org/10.1080/14613808.2018.1553943

Parkinson, T. (2016). Mastery, enjoyment, tradition and innovation: A reflective practice model for instrumental and vocal teachers. International Journal of Music Education, 34(3), 352-368. https://doi.org/10.1177/0255761414563196

Robinson, T. (2012). Popular musicians and instrumental teachers: The influence of informal learning on teaching strategies. British Journal of Music Education, 29(3), 359-370. https://doi.org/10.1017/S0265051712000162

Schön, D. (1987). Educating the reflective practitioner. Jossey Bass.

Walter, J. S. (2015). Earplug usage in preservice music teachers. Update: Applications of Research in Music Education, 35(2), 5-14. https://doi.org/10.1177/8755123315603108

Woronchak, M., & Comeau, G. (2016). The value of reflective journaling with advanced piano students. Reflective Practice, 17(6), 792-805. https://doi.org/10.1080/14623943.2016.1220937

Yeh, Y-L. (2016). An investigation of Taiwanese piano teachers’ reflection on teaching challenges and pupils’ learning difficulties. Music Education Research, 20(1), 32-43. https://doi.org/10.1080/14613808.2016.1249359

Young, V., Burwell, K., & Pickup, D. (2003). Areas of study and teaching strategies in instrumental teaching: A case study research project. Music Education Research, 5(2), 139-155. https://doi.org/10.1080/1461380032000085522

Zhukov, K. (2008). Exploratory study of approvals and disapprovals in Australian instrumental music teaching. International Journal of Music Education, 26(4), 302-314. https://doi.org/10.1177/0255761408096072

Zhukov, K. (2014). Evaluating new approaches to teaching of sight-reading skills to advanced pianists. Music Education Research, 16(1), 70-87. https://doi.org/10.1080/14613808.2013.819845


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.