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

«Back to module search

  • Department: Music
  • Credit value: 20 credits
  • Credit level: M
  • Academic year of delivery: 2025-26

Module summary

This module will equip you 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 Semester 2 2025-26

Module aims

This module develops your practical and reflective skills as music teachers and practitioners. It includes concepts relating to understanding pupil-centered group pedagogy and facilitates the practical application of this knowledge in order to plan and support effective learning. Through practical group facilitation activities, you apply theoretical knowledge related to learning, motivation, the teacher-student relationship, differentiation, lesson planning and age-appropriate teaching. You 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, you 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 your own facilitation practice

  • Reflect critically on the development of your 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

Indicative assessment

Task % of module mark Group
Essay/coursework 100 A
Essay/coursework 100 B

Special assessment rules

None

Additional assessment information

EITHER a reflective essay (3000 words; 100%)

OR a portfolio (100%) that includes a recording of a group music lesson (15 mins) and reflective commentary (1000 words)

Indicative reassessment

Task % of module mark Group
Essay/coursework 100 A
Essay/coursework 100 B

Module feedback

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

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).