Module overview
Aims and Objectives
Learning Outcomes
Subject Specific Intellectual and Research Skills
Having successfully completed this module you will be able to:
- Critically assess the potential and monitor the progress of the students you teach.
- Identify and produce the appropriate teaching materials and teaching style for a wide (age and ability) range of students.
Subject Specific Practical Skills
Having successfully completed this module you will be able to:
- Provide support and advice for colleagues in the field of instrumental and vocal tuition when working together in an educational institution.
- Effectively deliver instrumental or vocal tuition.
Transferable and Generic Skills
Having successfully completed this module you will be able to:
- Effectively manage and support reflecting on your own professional practice
- Transfer your teaching skills to subjects other than music.
Knowledge and Understanding
Having successfully completed this module, you will be able to demonstrate knowledge and understanding of:
- Instrumental and vocal teaching technique and the historical development.
- General teaching and learning styles and their practical application to music teaching, addressing diversity and inclusion within various settings.
Syllabus
Learning and Teaching
Teaching and learning methods
| Type | Hours |
|---|---|
| Seminar | 12 |
| Practical classes and workshops | 12 |
| Independent Study | 276 |
| Total study time | 300 |
Resources & Reading list
Textbooks
Harris, P. (2008). Improve Your Teaching. London: Faber.
Ben Tovin, A. and Boyd, D. (2007). The Right Instrument for your Child. London: Orion Publishing.
Hallam, S. (1998). Instrumental Teaching: A Practical Guide to better Teaching and Learning. Oxford: Heinemann.
Csíkszentmihályi, Mihály and Rathunde, Kevin and Whalen, Samuel (1993). Talented Teenagers: The Roots of Success and Failure. New York and Cambridge: Cambridge University Press.
Benjamin Bloom M. D. Englehart, E. J. Furst, W. H. Hill (1956). The Taxonomy of Educational Objectives, The Classification of Educational Goals, Handbook I: Cognitive Domain. Handbook 2 Affective domain. New York: Longman.
Swanwick, K (1999). Teaching Music Musically. London: Routledge.
Green, Lucy (1997). Music, Gender, Education. Cambridge: Cambridge University Press.
Nelson, Sheila (1998). Flip a Rhythm books 1-2 and 3-4. London: Boosey and Hawkes.
Petty, G. (2009). Evidence-based teaching: a practical approach. Cheltenham: Nelson Thornes.
Assessment
Assessment strategy
A research essay helping to consolidate and develop your understanding of teaching methods introduced in the module and relating these to your own teaching. Practical teaching with planning, execution and reflection to help develop your teaching practice.Summative
This is how we’ll formally assess what you have learned in this module.
| Method | Percentage contribution |
|---|---|
| Lesson | 70% |
| Essay | 30% |
Referral
This is how we’ll assess you if you don’t meet the criteria to pass this module.
| Method | Percentage contribution |
|---|---|
| Coursework | 100% |
Repeat
An internal repeat is where you take all of your modules again, including any you passed. An external repeat is where you only re-take the modules you failed.
| Method | Percentage contribution |
|---|---|
| Coursework | 100% |
Repeat Information
Repeat type: Internal & External