One to One Teaching: Intermediate - MUS00076M

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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 ability as instrumental/vocal teachers, building on skills developed during the previous term and relating to the teaching of an intermediate-level pupil.

Module will run

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

Module aims

The module continues to develop students’ practical and reflective ability as instrumental/vocal teachers, building on skills developed during the previous term and relating to the teaching of an intermediate-level pupil. The module facilitates further awareness of the learner’s needs and explores a range of teaching techniques. Through practical instrumental/vocal teaching students will apply theoretical knowledge relating to teaching styles, learner motivation, the development of expertise, healthy instrumental/vocal practice, the teaching of skills relating to practising, sight-reading, improvisation, composition, scales, repertoire and technique and using technology in teaching. The module builds on the reflective practice from Term 1 and enhances students’ awareness of their interpersonal skills and delivery of teaching and their ability to delineate this understanding in written form.

Module learning outcomes

Subject content:

  • Show understanding of the practical applications of research and convey principles of good instrumental/vocal teaching through work with pupils

  • Demonstrate awareness of the needs of the intermediate level pupil through creation and practical execution of a detailed lesson plan

  • Demonstrate clear understanding of the pupil-teacher relationship in teaching through verbal and non-verbal communication with the pupil during the lesson

  • Demonstrate knowledge and application of appropriate materials during the lesson

  • Demonstrate good time management skills

  • Demonstrate the ability to effect a change of understanding in the pupil

  • Explore approaches to note-taking for teachers and learners

  • Critically reflect on the outcomes of the lesson

  • Evaluate strategies chosen and applied during the lesson

  • Display evidence of understanding reflective strategies from literature

Academic and graduate skills:

Demonstrate clear writing style enabling reflection on the development of teaching ability during terms 1 and 2

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 additional annotations on a copy of the lesson commentary

Indicative reading

Bassot, B. (2013). The reflective journal. Basingstoke: 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.

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.

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

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

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

Kivestu, T. & Leijen, A. (2014). A model for supporting students’ reflection in tertiary music education. Procedia - Social and Behavioural Sciences, 112, 199-208.

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.

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

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.

 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.