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One to One Teaching: Beginner - MUS00052M

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  • Department: Music
  • Module co-ordinator: Dr. Liz Haddon
  • Credit value: 10 credits
  • Credit level: M
  • Academic year of delivery: 2018-19

Module will run

Occurrence Teaching cycle
A Autumn Term 2018-19

Module aims

The aim of the module is to develop students practical and reflective skills as instrumental/vocal teachers. The module aims to convey knowledge relating to understanding the needs of the beginner pupil and to facilitate the practical application of this knowledge in order to plan and deliver effective tuition. Through practical instrumental/vocal teaching students will apply theoretical knowledge relating to learning, motivation, the teacher-student relationship, strategies for preparing for and delivering the first lesson, age-appropriate teaching. The module also aims to develop knowledge of effective teaching materials, understanding of professional ethics and concerns and the development of reflective skills and the ability to detail this in written form.

Module learning outcomes

Subject content:

  • Practical instrumental/vocal teaching and reflective practice

Academic and graduate skills:

  • Apply skills by demonstrating understanding of pedagogical ideas in a short one-to-one lesson for a beginner level student
  • Plan, prepare and reflect on the delivery of the lesson plan
  • Reflect on the success of the transmission of these skills through assessing the application of this knowledge by the learner being taught
  • Demonstrate the ability to provide clear notes for the pupil to take away after the lesson
  • Through reflective work, detailed in the reflective diary and lesson commentary, improve understanding of effective practice
  • Critically analyse and write up one-to-one lessons
  • Show in depth understanding of recent research in the subject and be able to articulate this in written form, demonstrating the ability to synthesise and explore ideas

Other learning outcomes (if applicable):

  • Communicate clearly and concisely
  • After reflection, act upon feedback
  • Improve the quality of interaction between teacher and learner
  • Improve the quality of written academic work
  • Improve the quality of practical work


Task Length % of module mark
1000 word critical commentary
N/A 50
Delivery of one-to-one lesson
N/A 50

Special assessment rules



Task Length % of module mark
1000 word critical commentary
N/A 50
Delivery of one-to-one lesson
N/A 50

Module feedback

Students will receive feedback on all work submitted within 4 weeks of submission. It will be communicated orally in an individual tutorial and in a written report

Indicative reading

  • Coats, S. (2006) 'Lesson planning'. In Thinking as you Play, pp. 3-18. Bloomington, IN: Indiana University Press.
  • Lehmann, A. C., Sloboda, J. A. & Woody, R. H. (2007) 'Self-study: Analyzing your own teaching practices.' In Psychology for Musicians: Understanding and acquiring the skills, pp. 192-3.
  • Moon, J. (1999) Learning Journals: A handbook for academics, students and professional development. London: Kogan Page. Chapter 1: Backgrounds: some introductions to learning journals, pp. 3-17; Chapter 2: Learning from learning journals, pp. 18-36.
  • Williams, K, Woolliams, M. & Spiro, J. (2012) Reflective Writing. Basingstoke, Palgrave Macmillan.
  • Zhukov, K. (2010) Achieving harmony in the instrumental studio: Becoming a reflective teacher. ISME World conference: 1-6 August 2010, Proceedings pp. 224-227. Beijing, China.

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.

Coronavirus (COVID-19): changes to courses

The 2020/21 academic year will start in September. We aim to deliver as much face-to-face teaching as we can, supported by high quality online alternatives where we must.

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