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Modiwl WXM-2270:
Music Teaching in Context

Music Teaching in Context 2024-25
WXM-2270
2024-25
School of Arts, Culture And Language
Module - Semester 2
20 credits
Module Organiser: John Cunningham
Overview

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 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

  • Demonstrate effective use of skills and exercises that can be used in instrumental or vocal teaching

  • Explain various methodologies of teaching used within a musical context

  • Make effective use of primary and/or secondary academic material to support their reflections

  • Reflect on their own experiences of teaching

Assessment method

Essay

Assessment type

Summative

Description

A reflective essay highlighting particular techniques and exercises that have become part of their teaching practice during the module. They may evidence this by referring to their own experiences during workshops and lessons, alongside the appropriate academic resources. Exact essay topic options for Year 3 will be provided to students at the beginning of the semester. The essay should be submitted by Monday of Week 13 (i.e. first day of assessment period).

Weighting

60%

Due date

12/05/2025

Assessment method

Demonstration/Practice

Assessment type

Summative

Description

Demonstration lesson Through a role-play scenario you will be expected to shape your approach to the practical session according to the objectives in your lesson plan. The lesson plan should give a context for the demonstration, outlining the circumstances in which you are teaching. The following areas will be under consideration in the 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 lesson plan. • 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. The demonstration lessons will take place during the assessment period at the end of the semester.

Weighting

40%

Due date

13/05/2025

Assessment method

Demonstration/Practice

Assessment type

Formative

Description

Demonstration lesson A role-play scenario of a 10-minute instrumental/vocal lesson in front of your peers in class. You will be asked about the learning outcome of the lesson beforehand, and will be invited to discuss your thoughts and reflections on the effectiveness of your lesson at the end of the session. There will also be an opportunity to discuss key issues and observations with your peers. The formative assessments will take place during the second half of the semester (between weeks 7-12) and will prepare you for your final demonstration lesson assessment at the end of the semester. The following areas will be under consideration in the 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 lesson plan. • 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.

Weighting

0%

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