The University of Southampton
Courses

MUSI6029 Performance Teaching

Module Overview

This module introduces the student to the use of reflective practice in professional development, enhancing their experience of performance teaching and providing them with a foundation for future learning and progress. Practically-oriented seminars are arranged, demonstration lessons are observed and discussed, and tutorial support is available should you wish to discuss work in draft before handing it in.

Aims and Objectives

Module Aims

• Build your confidence and improve your effectiveness in teaching situations, helping you meet potential employers’ expectations in the early phases of your career. • Develop your understanding of the different contexts in which performance teaching takes place, and of different approaches to teaching appropriate in different contexts. • Study the application of instrumental and vocal teaching techniques through lesson observation and group discussion.

Learning Outcomes

Knowledge and Understanding

Having successfully completed this module, you will be able to demonstrate knowledge and understanding of:

  • Instrumental and vocal teaching techniques.
  • General teaching and learning styles and their application to music teaching
  • some areas of psychological and physiological study that are relevant to instrumental and vocal teaching
Transferable and Generic Skills

Having successfully completed this module you will be able to:

  • Transfer your teaching skills to subjects other than music.
  • Use your knowledge of instrumental and vocal tuition when working in a management role within a music department.
Subject Specific Practical Skills

Having successfully completed this module you will be able to:

  • Effectively deliver instrumental or vocal tuition.
  • Provide support and advice for colleagues in the field of instrumental and vocal tuition when working together in an educational institution.
Subject Specific Intellectual and Research Skills

Having successfully completed this module you will be able to:

  • Decide the appropriate teaching materials and teaching style for a wide (age and ability) range of students.
  • Assess the potential and monitor the progress of the students you teach.
  • Begin to analyse broader social effects such as income distribution, educational policy and educational structures in which music is taught, and their bearing on individual students’ needs and achievements.

Syllabus

This module introduces you to the use of reflective practice in professional development, enhancing your experience of performance teaching and providing you with a foundation for future learning and progress. Practically-oriented seminars are arranged, demonstration lessons are observed and discussed, and tutorial support is available should you wish to discuss work in draft before handing it in.

Learning and Teaching

Teaching and learning methods

Teaching methods include: • Seminars led by the course tutor on subjects such as identifying types of learners, coordinating with parents and schools, motivating students, preparing lesson materials, assessing lesson outcomes. • Group and course tutor feedback on demonstration instrumental or vocal lessons given by students. Learning activities include • Peer/tutor observation programme: sitting in on instrumental or vocal lessons given by peers and a range of professional tutors, including access to ensemble teaching arranged by the course tutor in collaboration with the Southampton Music Hub. • Reflecting and reporting on these observations with reference to educational materials and methods on the course reading list or from your own research. • Developing a personal “Teaching philosophy” and setting it down in writing. • Investigating different traditions of teaching in your particular specialist field.

TypeHours
Independent Study276
Teaching24
Total study time300

Resources & Reading list

Hallam, S. (1998). Instrumental Teaching: A Practical Guide to better Teaching and Learning. 

Petty, G. (2009). Evidence-based teaching: a practical approach. 

Swanwick, K (1999). Teaching Music Musically. 

Harris, P. (2008). Improve Your Teaching. 

Nelson, Sheila (1998). Flip a Rhythm books 1-2 and 3-4. 

Green, Lucy (1997). Music, Gender, Education. 

Ben Tovin, A. and Boyd, D. (2007). The Right Instrument for your Child. 

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. 

Csíkszentmihályi, Mihály and Rathunde, Kevin and Whalen, Samuel (1993). Talented Teenagers: The Roots of Success and Failure. 

Assessment

Assessment Strategy

A 20 minute lesson with a pupil chosen and prepared by you. Verbal feedback from peers and the module coordinator in class, followed by assessment from the Module Coordinator. Aspects relating to seminar topics to be assessed: appropriateness and quality of lesson materials, manner with pupils and identification of their learning needs, clarity of the lessons’ aim and structure, time management, developing musicianship and technical skill, and your own understanding of your voice or instrument. Portfolio of reflections on observed lessons. Minimum of 5 lessons over at least six hours, preferably covering a range of abilities and contexts. Reflections should examine the issues above, and refer to examples of theory and/or practice from the reading list or from your own research. Include a brief (up to 300 words) summary of your own teaching philosophy. 3,000 words Research: an essay comparing historic or current methodologies in your chosen specialist area. 1000 words. The 20 minute lesson (1) will give you immediate and analytical feedback on the effectiveness of your teaching, which will give you the tools and the confidence to improve it. Feedback from peers will give you the experience of working in a collaborative environment as a preparation for different teaching situations. Observing and reflecting on a variety of learning contexts (2) will prepare you for encountering these as a teacher, and give you the tools to assess the effectives of theoretical models in practice. Your observations will give you insight into what qualities students and employers consider necessary to be a successful teacher. The research project (3) will deepen your awareness of different learning and teaching styles, and enable you to evaluate the different strategies you observe and practice yourself, testing them against other educators’ experiences.

Summative

MethodPercentage contribution
Lesson  (20 minutes) 40%
Portfolio  (3000 words) 40%
Research essay  (1000 words) 20%

Referral

MethodPercentage contribution
Coursework 100%

Repeat Information

Repeat type: Internal & External

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