Teaching in Context
Music Teaching in Context 2022-23
School Of Arts, Culture And Language
Module - Semester 2
This module will introduce students to the basic concepts of instrumental and vocal teaching through lectures and practical sessions in which students work under supervision to develop teaching techniques. We will investigate different pedagogical approaches and apply them in practical sessions, some of which will include presentations by guest artists and teachers. Working in small groups, you will take a practice-based approach and independent research into instrument specific issues, and broader theoretical points relevant to current pedagogy.
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.
- Analyse and evaluate various methodologies of teaching used within a musical context
- Demonstrate a methodological approach to instrumental or vocal teaching.
- Demonstrate advanced communication skills, especially in a teaching context.
- Reflect on, and evaluate their own experiences as teachers.
- Use advanced research skills to analyse and evaluate academic material.
Demonstration Lesson & Lesson plan A demonstration lesson with your partner. Through a role-play scenario you will be expected to shape your approach to the practical session according to the objectives in your reflective log. The reflective log should give a context for the demonstration, outlining the circumstances in which you are teaching, and should provide a reflection and short evaluation of your teaching during the lesson. References to or an integration of established teaching schools or methodologies is also encouraged in the practical session, as is attention to injury prevention and wellbeing. A recording of the demonstration lesson as well as copy of the reflective log must also be submitted to Blackboard by 12pm on Monday, Week 13 (failure to do so will count as a non-electronic submission and carries penalties, as outlined in the School of Music handbook, on my.bangor). The following areas will be under consideration in your presentation/demonstration lesson: • Communication Skills - you will be required to use examples of aural, visual and practice-based teaching methods in your approach in honing these toward your objectives in the reflective log. • Competence - A demonstrable awareness of any potential injury or unnecessary physical tension occurring during the lesson, and measures taken to prevent this. An ability to draw attention to discreet physical processes (for example breathing) into a broader musical context, and an implementation of this awareness in the demonstration lesson. • Take proper care to adhere to best practice when teaching, and raise awareness of injury prevention as well as the student’s wellbeing • The consolidation of your research into the practice of teaching - the presentation is an opportunity to show how you have integrated your research and how you would implement it
Reflective Essay Question Discuss how your independent pedagogical practice has developed during the module, and with reference to current methodologies and literature, evaluate particular approaches that have become part of your teaching practice. You should evidence this by referring to your experiences during workshops and lessons, alongside the appropriate academic resources. Your essay must be fully referenced with footnotes and a bibliography.