Module title: Instrumental/Vocal Teaching 1

SCQF level: 09:
SCQF credit value: 20.00
ECTS credit value: 10

Module code: MUS09111
Module leader: Bryden Stillie
School School of Arts and Creative Industries
Subject area group: Humanities and Culture
Prerequisites

MUS08127/MUS08130/MUS08128 or MUS08140
Principal Study 2.1, 2.2, 2.3 or Practical Music Studies 4

2019/0, Trimester 1, Face-to-Face, Edinburgh Napier University
Occurrence: 001
Primary mode of delivery: Face-to-Face
Location of delivery: MERCHISTON
Partner: Edinburgh Napier University
Member of staff responsible for delivering module: Bryden Stillie
Module Organiser:


Learning, Teaching and Assessment (LTA) Approach:
Learning & Teaching methods including their alignment to LOs
Weekly classes involve regular discussion and debate (LO3, 5 & 6) from a list of topics. Each week, students are required to prepare for the issue of discussion Weekly classes involve regular discussion and debate (LO3, 5 & 6) from a list of topics. Each week, students are required to prepare for the issue for discussion and to engage with research in detail (this may be through directed study of journal articles recommended by the lecturer, or through students' own investigations). Through active analysis and evaluation of the practical and theoretical elements involved, students participate in debates which are guided by the lecturer (LO4). These formative activities give students confidence in evaluating argument, encourage reasoning skills and the application of information learned. Both individual and collaborative methods of research are undertaken in preparation for oral presentations, which emphasise self-reflection, self-awareness and exploration of new areas of teaching (LO2). A reflective journal (LO1) is kept throughout the course, with stepped formative assessments to be written up based on observations of teaching. Students consider methods of teaching internationally, and explore good practice in the different approaches to teaching and learning in a range of countries.
Embedding of employability/PDP/Scholarship Skills
Students' autonomy and employability is enhanced by this subject specialist knowledge, and he/she is encouraged to develop an individual approach to teaching, supplemented by their own work-based practice in teaching pupils. Technology is utilised in delivery (DVD, video), and Moodle will also be important, especially the opportunity for on-line debate. Participation in observation of professional teachers in the workplace will also enhance development of employability skills.
Research / teaching linkages
Students will engage with key research themes in the area of teaching and learning, both in terms of group discussions in class, and also through observation of professional teachers at work. The student is also developing core research skills: a detailed and precise investigation of source materials; and a study of various approaches to teaching methodology and a self-critical approach to their own teaching.
Supporting equality and diversity
This module is supported by Moodle and specific learning requirements will be addressed by the appropriate special needs support facilities. The mechanism of Professional Development Plans will also enable students to receive regular advice and encouragement in the management of the requirements of the module.
Internationalisation
Students are encouraged to explore methods of teaching and learning employed in music education in other countries, such as the Suzuki approach in Japan and the Kodaly method in Hungary.

Formative Assessment:
Two summative assessments on negotiated topics (one oral exam, one oral presentation) consolidate the linkage of research and practice-based teaching, allowing for personalisation and integration of the student's own experience as a musician, a learner and a teacher (LO1, 3,4 & 6).
Throughout the module, students receive weekly peer and lecturer feedback, and receive feedback from their instrumental/vocal tutor on practice-based issues, culminating in practical assessment within the oral presentation. (LO2,4 & 5).
The reflective journal is submitted in its final form as part of the summative assessment (oral exam), feedback having being given throughout the module on formative written entries, to aid effective progression (LO3,4,6).


Summative Assessment:
Two summative assessments on negotiated topics (one oral exam, one oral presentation) consolidate the linkage of research and practice-based teaching, allowing for personalisation and integration of the student's own experience as a musician, a learner and a teacher (LO1, 3,4 & 6).
Throughout the module, students receive weekly peer and lecturer feedback, and receive feedback from their instrumental/vocal tutor on practice-based issues, culminating in practical assessment within the oral presentation. (LO2,4 & 5).
The reflective journal is submitted in its final form as part of the summative assessment (oral exam), feedback having being given throughout the module on formative written entries, to aid effective progression (LO3,4,6).

Student Activity (Notional Equivalent Study Hours (NESH))
Mode of activityLearning & Teaching ActivityNESH (Study Hours)
Face To Face Lecture 24
Independent Learning Guided independent study 173
Other PLACEMENT 3
Total Study Hours200
Expected Total Study Hours for Module200


Assessment
Type of Assessment Weighting % LOs covered Week due Length in Hours/Words
Oral Assessment 50 1, 4,6 14/15 HOURS= 0, WORDS= 0
Oral Presentation 50 1-5 13 HOURS= 0, WORDS= 0
Component 1 subtotal: 50
Component 2 subtotal: 50
Module subtotal: 100

Description of module content:

The module begins by reflecting on your own early experience as learners, analysing the effects of both the teaching and the teacher on your future development as a musician. From detailed analysis of the musical and psychological processes involved, you will assess and evaluate the positive and negative aspects inherent in teaching and learning. The module progresses into a consideration of specific teaching methods, how children learn, how to pace the learning to match ability, how to build rapport, and how best to structure a programme of learning so that maximum progress is made. A problem-solving approach to these areas enables you to evaluate best practice and thus to formulate and document your own pedagogical thought. A range of tutor material is examined, and you undertake a study of repertoire from Grades 1 - 5. Observation of teaching (recorded and live) is undertaken in a structured format, and you keep a reflective journal of observations made and conclusions reached, underpinned and consolidated by engagement with current research in music education.
Practical exercises are undertaken in specialist tutorials with your instrumental/vocal tutor, and you build a library of specific teaching techniques in your specialist area.

Learning Outcomes for module:

Upon completion of this module you will be able to:
Upon completion of this module you will be able to
LO1: evaluate and interpret specific teaching techniques within an observational setting.
LO2: evaluate the pedagogical features of a range of teaching materials and repertoire.
LO3: draw up effective teaching and learning strategies, developing both independence of thought and collaborative approach where appropriate.
LO4: apply a pragmatic but informed approach to the practice of teaching.
LO5: demonstrate an open-minded and responsive approach to new or previously unexplored areas of teaching, and a willingness to engage with these within the teaching situation.
LO6: demonstrate the capacity to draw on personal experience to inform sound pedagogical thought.

Indicative References and Reading List - URL:
Contact your module leader