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Instrumental Music Education - MUS00177H

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  • Department: Music
  • Module co-ordinator: Dr. Liz Haddon
  • Credit value: 20 credits
  • Credit level: H
  • Academic year of delivery: 2023-24
    • See module specification for other years: 2022-23

Module summary

This module will explore instrumental music education, utilising practical and reflective approaches as well as research literature to build understanding of pedagogical approaches and key issues for instrumental music educators.

Module will run

Occurrence Teaching period
A Semester 1 2023-24

Module aims

The module aims to support the development of theoretical and practical underpinning of skills involved in instrumental teaching. The role of reflection, awareness of one-to-one and group contexts, and student-centred pedagogy will be considered in relation to practical experience and relevant academic literature. You will reflect on your own previous experience as instrumental learners. You will reflect on their current learning and teaching undertaken during the project. You will also examine views on assessment, evaluation and curriculum, and put into practice creative approaches to instrumental teaching, designed individually and with peers.

The project is primarily focused on instrumental pedagogy; this does of course include singers and will be relevant to those working in any genre of music. There is no requirement for prior teaching experience or a definite goal of becoming an instrumental teacher, though the project will support those interested in building a freelance/portfolio career including work as an instrumental teacher.

Module learning outcomes

By the end of the taught part of the project you should be able to:

  • Understand different models of reflection and use a specified framework in order to reflect on your own practice as an instrumental teacher

  • Demonstrate understanding of varied models of the student-teacher relationship

  • Devise, trial and evaluate creative approaches for instrumental pedagogy

  • Develop awareness of the various contexts in which instrumental teaching operates and identify context-specific aspects relating to good practice

  • Identify and utilise relevant scholarship in written work, communicating this with clarity and critical insight

On completion of the module, in your independent work:

Assessment

Task Length % of module mark
Essay/coursework
Literature Review		 N/A 50
Essay/coursework
Reflection on a designed teaching activity		 N/A 50

Special assessment rules

None

Additional assessment information

1: 2500-word reflection on a designed teaching activity (50%)

2. 2500-word literature review on a topic of your choice, relevant to the module content and agreed with the course tutor (50%)

Reassessment

Task Length % of module mark
Essay/coursework
Literature Review		 N/A 50
Essay/coursework
Reflection on a designed teaching activity		 N/A 50

Module feedback

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

Indicative reading

Please note that Music Education literature usually uses APA referencing format, as below (not Chicago footnote), and you will be expected to use this for your work during this project. Guidance will be provided.

Allsup, R. E. & Baxter, M. (2004). Talking about music: Better questions? Better discussions! Music Educators Journal, 91(2), 29–33. https://doi.org/10.2307/3400046

Anderson, A. (2021). Understanding curriculum design in the perceptions and practices of classroom music teachers in the lower secondary school in England. British Journal of Music Education, 1-12. doi:10.1017/S0265051721000152

Bartholomew, D. (1993). Effective strategies for praising students. Music Educators Journal, 80(3), 40-43. https://doi.org/10.2307/3398674

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

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

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

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. (2011). Multiple teachers: Multiple gains? British Journal of Music Education, 28(1), 69-85. http://journals.cambridge.org/repo_A79gDN2V

Haddon, E. (2014). Observational learning in the music masterclass. British Journal of Music Education, 31(1), 55-68. https://doi.org/10.1017/S0265051713000223

Haddon, E. (2016). Bi-musicality and dialogical musicality: Influences of Javanese gamelan participation on Western instrumental learning. British Journal of Music Education, 33(2), 219-235. https://doi.org/10.1017/S0265051716000127

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

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

Shaw, L. (2021). From student to professional: Recent conservatoire graduates’ experiences of instrumental teaching. British Journal of Music Education, 38(1), 13-30. Https://doi:10.1017/S0265051720000212

Simones, L. L. (2017). Beyond expectations in music performance modules in higher education: Rethinking instrumental and vocal music pedagogy for the twenty-first century. Music Education Research, 19(3), 252-262. https://doi.org/10.1080/14613808.2015.1122750


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.