Overview

This module will introduce students to the basic concepts of instrumental and vocal teaching through lectures and practical sessions in which students develop practical teaching skills and techniques. We will investigate different pedagogical approaches and will learn about key issues relating to music teaching today. You will also have an opportunity to learn from experienced instrumental and vocal teachers over the course of the semester. You will apply this knowledge in practice-based sessions, during which you will get an opportunity to give instrumental or vocal lessons to one of your peers.

You will be assessed through a demonstration lesson and a reflective essay, and will receive feedback from formative assessments regularly throughout the semester.

For any students wishing to follow a career in music education, this module will provide an invaluable opportunity to develop theoretical knowledge of the subject as well as practical teaching skills, and will also be a useful preparatory module for students wanting to follow a post-graduate course in music education.

This module will introduce students to the basic concepts of instrumental and vocal teaching. Students will develop their knowledge of various methodological approaches and broader theoretical points relevant to current pedagogy in lectures, which will also include presentations by guest artists and experienced teachers. Students will also work in pairs to apply the skills and approaches discussed in the lectures in weekly instrumental/vocal lessons over the course of the semester. All students will be given an opportunity to prepare short demonstration lessons in front of the class as formative peer-assessments, giving their peers an opportunity to develop key skills in observation, and preparing feedback.

Assessment Strategy

Third Class: D- to D+ (40%–49%) The crucial achievement is demonstration of a basic grasp of what the topic is about, and the sort of material involved. However, the mark will be limited to this level by such things as: mere repetition of information without demonstration of real understanding; confusion of argument which indicates a failure to properly understand the material; inability to distinguish the relevant from the irrelevant; inability to grasp ideas; inclusion of factual errors; seriously defective bibliographical or footnoting skills; poor expression; oral reticence; scrappy presentation.

Lower Second Class: C- to C+ (50%–59%) The main quality which warrants marks in this category is the amassing of a reasonable body of relevant material drawn from a fairly wide range of reading or other forms of information retrieval, sorted into a coherent order and expressed intelligibly. Qualities which limit the mark to this level are: incoherent arguments, or argument which is defective in some way; limited or defective bibliography or footnotes; limited understanding of ideas or argument; limited evidence of a broad knowledge and understanding of the topic; limited engagement with negotiating and renegotiating ideas in oral discussion; limited evidence of serious thought, as opposed to straightforward diligence.

Upper Second Class: B- to B+ (60%–69%) The distinguishing quality is the ability to construct focused argument which is properly evidenced. The work will therefore probably demonstrate the ability to understand the discussion of a work of art and to apply that knowledge to different works; the conveyance of a general knowledge and understanding of the topic as a whole, and of a more detailed knowledge and understanding of specific areas; competent bibliographical and footnoting skills; effective communication of ideas and argument; ability to see problems and contradictions within source reading; thoughtful contribution to oral discussion; skills in observation and analysis. Upper Second Class work may contain many of the same qualities which apply in First Class work, but they will be demonstrated at a less independent level, or the work may be outstanding in one First-class characteristic but significantly deficient in another.

First Class: A- and A (70%–83%) The distinguishing quality is evidence of real intellectual and independent thought in a sustained discussion. Work at this level will probably demonstrate initiative in carrying out research beyond the obvious sources; ability to evaluate critically sources used; sustained and coherent discussion; articulate expression in speaking and writing; ability to bring together material from disparate sources; observational and analytical skills of a high order; the ability to employ knowledge to illuminate musical texts; indications of wide knowledge beyond the narrow confines of the topic addressed; the ability to lead oral discussion; ability to identify and rigorously confront problems in the topic, contradictions in texts, or lacunae in available evidence.

First Class: A+ to A** (84%–100%) Work at this level is highly original and of a standard that attains or closely approaches professional standards. The work will demonstrate in a consistent manner all of the features listed in the A-/A (70%-83%) category, and will be of such a quality that it either stands up to publication or broadcast in its submitted state or has the potential for publication or broadcast with presentational amendments.

Learning Outcomes

• Analyse and evaluate various methodologies of teaching used within a musical context

• Apply advanced research skills to analyse and evaluate academic material.

• Demonstrate a methodological approach to instrumental or vocal teaching.

• Reflect on, and evaluate their own experiences as teachers.