Accessibility statement

One-to-one teaching (Beginner–Intermediate) - MUS00094M

« Back to module search

  • Department: Music
  • Module co-ordinator: Dr. Richard Powell
  • Credit value: 20 credits
  • Credit level: M
  • Academic year of delivery: 2023-24
    • See module specification for other years: 2024-25

Module summary

The module develops your practical and reflective skills as instrumental/vocal teachers. It conveys knowledge relating to understanding the needs of learners in the beginner–intermediate stages of musical development and facilitates the practical application of this knowledge in order to plan and deliver effective tuition.

Module will run

Occurrence Teaching period
A Semester 1 2023-24

Module aims

This module develops your practical and reflective skills as instrumental/vocal teachers. It includes concepts relating to understanding the needs of learners in the earlier stages of musical learning (beginner–intermediate levels; c. ABRSM Grade 1–4) and facilitates the practical application of this knowledge to plan and deliver effective tuition in a learner-centred manner. Through practical instrumental/vocal teaching you will apply theoretical knowledge relating to online and face-to-face learning, strategies for preparing and delivering the first lesson (planning, content, presentation, time management), age-appropriate teaching, effective questioning and dialogic approaches, group teaching, healthy instrumental/vocal practice, and approaches to notation and theory. You 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

By the end of the module you should be able to:

  • Show understanding of the practical applications of research and convey principles of effective instrumental/vocal teaching through work with beginner–intermediate level learners.

  • Apply skills by demonstrating understanding of pedagogical ideas in a short one-to-one lesson for a beginner–intermediate level learner.

  • Recall, analyse and evaluate your teaching in reflective writing, taking into consideration factors including:

    • the delivery of the lesson plan;

    • the extent to which learner needs have been met through the employment of teaching strategies supported by use of appropriate materials and resources;

    • the clarity and effectiveness of their verbal and non-verbal communication;

    • developing aspects of the learner–teacher relationship;

    • the extent to which the learner has been able to acquire and apply knowledge and skills, and to which learner autonomy has been supported.

  • Through written reflective work, improve understanding of effective practice with beginner–intermediate learners and how their own teaching can be developed, demonstrating awareness of the value of reflection on individual improvement as a teacher.

  • Show meaningful understanding of recent research in the subject and be able to articulate this in written form, demonstrating the ability to synthesise and explore ideas in relation to both wider pedagogy and your own teaching practice.

Assessment

Task Length % of module mark
Essay/coursework
Lesson recording		 N/A 50
Essay/coursework
Reflective commentary and lesson plan		 N/A 50

Special assessment rules

None

Additional assessment information

50%: Recording of a one-to-one instrumental or vocal lesson with a learner of beginner–intermediate level (15 minutes duration)

50%: Written reflective commentary on the recorded lesson (1000 words), with an appendix containing copies of the lesson plan, learner consent form and relevant teaching materials.

Reassessment

Task Length % of module mark
Essay/coursework
Reflective commentary		 N/A 50
Practical
Lesson Recording		 N/A 50

Module feedback

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

Indicative reading

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

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

Bjøntegaard, B, J. (2015). A combination of one-to-one teaching and small group teaching in higher music education in Norway - a good model for teaching? British Journal of Music Education, 32(1), 23-36.

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.

Daniel, R. (2004). Innovations in piano teaching: A small-group model for the tertiary level. Music Education Research, 6(1), 23-43.

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.

Fisher, C. (2010). Teaching piano in groups. Oxford: Oxford University Press.

Haddon, E. (2017). Piano performance: Group classes for the lifelong learner. Research Studies in Music Education, 39(1), 57-71.

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

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

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.

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.

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

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

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

Yeh, Y-L. (2016). An investigation of Taiwanese piano teachers’ reflection on teaching challenges and learners’ 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.


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.