Accessibility statement

Music Across the Lifespan 2: Music in the School Years & Beyond - MUS00084M

« Back to module search

  • Department: Music
  • Module co-ordinator: Dr. Caroline Waddington-Jones
  • Credit value: 20 credits
  • Credit level: M
  • Academic year of delivery: 2022-23

Module summary

This module will equip students with the practical and reflective skills that they need to facilitate group music learning through performing, composing and instrumental/vocal learning. It conveys theoretical knowledge relating to understanding one-to-one and group pedagogy and facilitates the practical application of this knowledge in order to plan and support effective learning with school-aged pupils and with adults.

Module will run

Occurrence Teaching period
A Spring Term 2022-23

Module aims

This module develops students’ practical and reflective skills as music teachers and practitioners. It includes concepts relating to understanding pupil-centred group pedagogy and facilitates the practical application of this knowledge in order to plan and support effective learning. Through practical group facilitation activities, students apply theoretical knowledge related to learning, motivation, the teacher-student relationship, differentiation, lesson planning and age-appropriate teaching. Students also gain knowledge of effective teaching materials and understanding of professional ethics and concerns, and develop reflective skills both verbally and in written form.

Module learning outcomes

Upon completion of this module, students will be able to:

  • Apply theoretical knowledge of group music learning through participation, facilitation and reflection

  • Facilitate group learning with increased confidence and sophistication

  • Articulate the relationship between theory and their own facilitation practice

  • Reflect critically on the development of their group music facilitation skills

  • Prepare and critically evaluate lesson plans for group music learning settings

  • Show understanding of recent research in the subject and be able to articulate this in written form, demonstrating the ability to synthesise and explore ideas, and evidencing this ability either through an essay or commentary

Module content

Module Syllabus (indicative)

  • Introduction to age-appropriate group teaching and facilitation theories

  • The facilitation toolkit

  • Group instrumental/vocal teaching

  • Motivation and identity

  • Devising: improvising, composing, songwriting

  • Performing together

  • Understanding barriers to learning for children and young people

  • Reflection and evaluation

Assessment

Task Length % of module mark Group
Essay/coursework
Essay : Reflective essay		 N/A 100 A
Essay/coursework
Essay : Reflective lesson commentary		 N/A 50 B
Groupwork
Group work : Group lesson video recording		 N/A 50 B

Special assessment rules

None

Additional assessment information

Students can complete either:

A) a 3000-word reflective essay (100%), OR

B) a 14-16 minute group lesson video (50%) with a 1000-word reflective lesson commentary (50%)

Reassessment

Task Length % of module mark
Essay/coursework
Essay : Title to be agreed with module tutor		 N/A 100

Module feedback

Written feedback to students within 20 working days.

Indicative reading

Burnard, P., & Murphy, R. (2013). Teaching music creatively. Routledge.

Cremata, R. (2017). Facilitation in popular music education. Journal of Popular Music Education, 1(1), 63–82.

Fautley, M., Kinsella, V., & Whittaker, A. (2019). Models of teaching and learning identified in whole-class ensemble tuition. British Journal of Music Education, 36(3), 243-252.

King, A., Prior, H., & Waddington-Jones, C. (2019). Exploring teachers’ and pupils’ behaviour in online and face-to-face instrumental lessons. Music Education Research, 21(2), 197-209.

Lamont, A., Hargreaves, D. J., Marshall, N. A., & Tarrant, M. (2003). Young people’s music in and out of school. British Journal of Music Education, 20, 229–241

Pike, P. (2014). The differences between novice and expert group-piano teaching strategies: A case study and comparison of beginning group piano classes. International Journal of Music Education, 32(2).

Sawyer, K. (2006). Group creativity: Musical performance and collaboration. Psychology of Music, 34(2).

Standerfer, S. L. (2011) Differentiation in the Music Classroom. Music Educators’ Journal, 97(4),

Vygotsky, L. S. (1978). Interaction between learning and development. In M. Cole, V. John-Steiner, S. Scribner, & E. Souberman (Eds.), Mind in society: The development of higher psychological functions (pp. 79–91). MIT Press.

Waddington-Jones, C., King, A., & Burnard, P. (2019). Exploring wellbeing and creativity through collaborative composition as part of Hull 2017 City of Culture. Frontiers in Psychology, 10(548).


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.