One to One Teaching: Beginner - MUS00073M

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  • Department: Music
  • Credit value: 20 credits
  • Credit level: M
  • Academic year of delivery: 2022-23

Module summary

The module develops students’ practical and reflective skills as instrumental/vocal teachers. It conveys knowledge relating to understanding the needs of the beginner pupil and facilitates the practical application of this knowledge in order to plan and deliver effective tuition.

Module will run

Occurrence Teaching period
A Autumn Term 2022-23
B Spring Term 2022-23

Module aims

The module develops students’ practical and reflective skills as instrumental/vocal teachers. It includes concepts relating to understanding the needs of the beginner pupil and facilitates the practical application of this knowledge in order to plan and deliver effective tuition. Through practical instrumental/vocal teaching students apply theoretical knowledge relating to learning, motivation, the teacher-student relationship, strategies for preparing for and delivering the first lesson, and age-appropriate teaching. Students also gain knowledge of effective teaching materials, understanding of professional ethics and concerns, and develop reflective skills both verbally and in written form.

Module learning outcomes

Subject content:

  • Practical instrumental/vocal teaching and reflective practice

Academic and graduate skills:

  • On completion of this module students will be able to:

  • 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 pupil

  • Explore approaches to note-taking for learners and teachers

  • Through reflective work, detailed in the reflective diary and lesson commentary, improve understanding of effective practice

  • Critically analyse 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

  • Communicate clearly and concisely

  • After reflection, act upon feedback

  • Improve the quality of interaction between teacher and pupil

  • Improve the quality of written academic work

  • Improve the quality of practical work

Indicative assessment

Task % of module mark
Essay/coursework 50
Essay/coursework 50

Special assessment rules

None

Indicative reassessment

Task % of module mark
Essay/coursework 50
Essay/coursework 50

Module feedback

Students will receive feedback on all submitted work within 20 working days of submission. It will be delivered in a written report with annotations on a copy of the lesson commentary.

Indicative reading

Bartholomew, D. (1993). Effective strategies for praising students. Music Educators Journal, 80(3), 40-43.

Coats, S. (2006). Lesson planning (Chapter 2). Thinking as you play (pp. 3-18). Bloomington, IN: Indiana University Press.

Conkling, S. W. (2003). Uncovering preservice music teachers’ reflective thinking: Making sense of learning to teach. Bulletin of the Council for Research in Music Education, 155(4), 11-23.

Harris, P. (2008). Teaching beginners: A new approach for instrumental and singing teachers. London: Faber Music.

Lane, J. S. & Talbert, M. D. (2015). Examining lesson plan use among instrumental music education majors during practice teaching. Journal of Music Teacher Education, 24(3), 83-96.

Larrivee, B. (2000). Transforming teaching practice: Becoming the critically reflective teacher. Reflective Practice, 1(3), 293-307.

Schmidt, M. (2005). Preservice string teachers’ lesson-planning processes: An exploratory study. Journal of Research in Music Education, 53(1), 4-25.

Williams, K, Woolliams, M., & Spiro, J. (2012). Reflective writing. Basingstoke, Palgrave Macmillan.