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Briefing on the Performance and Pedagogy strand

The MMus Performance and Pedagogy strand offers the opportunity to develop the knowledge, understanding and skills related to learning, teaching and assessment in music education as an instrumental (and vocal) teacher. The programme emphasises the value of learning and teaching as a professional activity; supports the development of your identity as a teacher; and explores teaching as a key component of your continuing growth as a performing artist.

Core to the Performance and Pedagogy strand are the two 30-credit Instrumental and Vocal Pedagogy modules. Module 1 is studied in the first year, unless it has been completed as part of your BMus 4 education at the Conservatoire. The second module, Instrumental and Vocal Pedagogy 2, forms part of the studies in the second year of the MMus. Taken together these modules form the core components of the professional pedagogical education required of instrumental or vocal instructors.

Various terms have been utilised to describe the professional practice of instrumental and vocal pedagogues. In the Scottish context, the term ‘instrumental teacher’ is now preferred to the older term ‘instructor’. This term covers all instrumental and vocal tuition which occurs in 1:1 and small group settings in schools and other educational establishments.

This strand is designed to support you in developing the skills and attributes required to become reflective, enquiring instrumental teachers. It provides a rationale for the value of learning and teaching as a professional activity integral to music and musicianship. It provides practical advice and support to enhance the confidence and development of teachers alongside evidence-based, theoretical approaches to learning, teaching and assessment.

The strand aims to:

  • provide you with opportunities to develop a critically reflective and evidence-based approach to learning, teaching and assessment;
  • provide an enabling, engaging and interactive environment for you to develop as an effective and confident instrumental teacher;
  • provide opportunities for you to engage with the GTCS Standards for Registration and other professional codes of conduct to explore the knowledge, activities and values expected of instrumental teachers;
  • encourage you to develop inclusive learning and teaching approaches that recognize, value and respect diverse learners;
  • assist you to take a scholarly, enquiry-informed approach to your learning, teaching and assessment practices.

Overall the strand models and explicitly encourages consistent links between:

  • theories of learning and teaching;
  • instrumental and/or vocal tuition specific challenges and opportunities;
  • the need for developing an inclusive and appropriately challenging curriculum in line with national and institutional strategies;
  • national learning and teaching policies and strategies and the relationship to teaching and assessment practices.

Structure and Design​

The Performance and Pedagogy strand has a smaller volume of credit in the Principal Study module, achieved by limiting the one-to-one lesson time to one hour per week and slightly modifying the assessment demands. The Practice Research module is replaced by the Instrumental and Vocal Pedagogy 1 and 2 modules. The usual structure of the strand is therefore:

Stage 1​

  • Principal Study Performance and Pedagogy 1 (60 credits)
  • Instrumental and Vocal Pedagogy 1 (30 credits)
  • Supporting Studies/Options (30 credits)

Stage 2​

  • Principal Study Performance and Pedagogy 2 (60 credits)
  • Instrumental and Vocal Pedagogy 2 (30 credits)
  • Supporting Studies/Options (30 credits)

The design of the strand also recognises that some students may be graduates of the RCS BMus programme and may already have completed Instrumental and Vocal Pedagogy 1. In such a case, these students would be expected to continue on the strand with Instrumental and Vocal 2. Internally progressing students therefore have three alternative routes to complete the Performance Pedagogy strand:

Stage 1​

  • Principal Study Performance and Pedagogy 1 (60 credits)
  • Instrumental and Vocal Pedagogy 2 (30 credits)
  • Supporting Studies/Options (30 credits)

Stage 2​

  • MMus Performance Stage 2

Or

Stage 1​

  • MMus Performance 1

Stage 2​

  • MMus Performance and Pedagogy Stage 2

Or as a 1-year MA route:

Stage 1​

  • Principal Study Performance and Pedagogy 1 (60 credits)
  • Instrumental and Vocal Pedagogy 2 (30 credits)
  • Supporting Studies/Options (30 credits)

Stage 2​

  • MA Negotiated Study (60 credits)

Given the requirement of placements in each of the Instrumental and Vocal Pedagogy modules, APL will not be applicable to this strand.

General Teaching Council for Scotland (GTCS)​

At RCS we are committed to providing high quality professional learning for all teachers – regardless of affiliation/registration with professional bodies. The Performance and Pedagogy strand has been designed from this commitment to professional learning for instrumental teachers but also in acknowledgement of developments in the wider educational community in Scotland. The General Teaching Council for Scotland (GTCS), after consultation with professional music education partners, including RCS, has developed in collaboration with practitioners and sector representatives the Standards for Registration for Instrumental Music Instructors: mandatory requirements for Registration with the General Teaching Council for Scotland (2015). While these Standards are, at present, non-mandatory (in that a separate category for the registration of instrumental/vocal teachers has not yet been created), they do provide a series of professional benchmarks which can facilitate the planning of professional learning and development and as such the vision and values of this strand derive from this set of professional standards.

The Standards for Registration for Instrumental Music Instructors describes three areas which detail the key requirements of any teacher or instructor, detailing the values that someone performing these activities should embrace and exemplify (Professional Values and Personal Commitment), what they should know in order to carry out those activities appropriately (Professional Knowledge and Understanding) and what an effective teacher should be able to do in terms of teaching or supporting learning (Professional Skills and Abilities).

Recognition of professional learning and affiliation with General Teaching Council for Scotland (GTCS) Completion of the MMus Performance and Pedagogy strand will allow graduates to reach the standard required to pursue affiliation as an instrumental/vocal instructor with the General Teaching Council for Scotland (GTCS). At the time of writing automatic affiliation, or indeed registration, is not possible for instrumental music instructors, however, the learning gained from completion of the MMus can be utilised to evidence professional learning and can be used for the purposes of an application made directly to the GTCS by the student after graduation.

Placements​

In each of the Instrumental and Vocal Pedagogy 1 and 2 modules you will engage in 20 days of compulsory placement in an educational context, approximately one day per week over 20 weeks.

For IVP1, this placement will be in a school. In IVP2, students have the opportunity to specialise and may wish to pursue a placement, again arranged by RCS, in an early years establishment, school (Primary/Secondary) or in a specialised learning context (eg Junior Conservatoire). Each placement will be for one day per week for a 20 week period.

The strand enjoys a close working relationship with colleagues in Glasgow City Council and North Lanarkshire Council and your placements will take place in one of the two local authorities.

At the start of the MMus programme you will be asked to provide accurate details regarding your term-time residence to help aid the allocation of placement.

Instrumental and Vocal Pedagogy 1 (30 credits, SCQF Level 10)​

The aim of this module is to support students in exploring and establishing the foundational values, ideas and professional dispositions expected of an instrumental teacher in Scotland and beyond. This module is significant in terms of helping you to reflect seriously on instrumental teaching as a choice of vocational career.

Small group classes​

Small group teaching will be based on instrumental/vocal pedagogy with a specialist instrumental/vocal tutor from the Conservatoire who will work with you to develop your understanding of specific, specialised pedagogy pertinent to their instrumental/vocal family.

Whole group classes​

The following content provides insight into the content covered in this module. While the order of the sessions may change across the academic year, the content will remain intact and will encourage you to reflect on your growing identity as an instrumental teacher.

Session 1: Learning and Teaching in School: this session will provide an overview of Module 1 aims, intended learning outcomes, content and assessments. The session will introduce you to the Standards for Registration for Instrumental Music Instructors in addition to other policies and documentation related to teacher professionalism. The session will also involve critical discussion of the concept of pupil-centred learning.

Session 2: Enhancing Teaching Using Learner Feedback: this session provides an introduction to the importance of evaluation within schools. It will cover a range of possible methods that you can use to evaluate their pupils’ learning and their own teaching and assessment practices.

Session 3: Enhancing Pupil Learning: this session will provide an introduction to some of the key research about children and young people’s learning and contextualises this within the discipline of Music performance.

Session 4: Curriculum Design: this session will outline a range of different approaches to curriculum design, and deepening understanding devising a programme of study for learners to promote their musical growth.

Session 5: Assessment and Feedback: this session will provide an opportunity to explore the role of assessment within education. We will examine the role of assessment in different contexts and the differences between assessment of learning and assessment for learning. A range of different methods of assessment will be discussed as well as many challenging and relevant elements of designing good assessment and providing constructive feedback to learners.

Session 6: Working with ensembles: this session will explore how to work with ensembles of learners effectively. A range of different approaches will be explored including practical techniques for making large group work engaging and effective for all.

Session 7: Small Group Teaching: this session will introduce students to a range of different approaches to teaching in small group settings. It will provide evidence of effective approaches as well as useful suggestions for enhancing learner engagement.

Session 8: Supporting Learning with Technology: The session will introduce you to some of the key technologies which are used within the school to support learning and teaching.

Session 9: Using Evidence to Enhance Practice: This final session will explore your professional growth and the next steps in your own learning.

Assessment​

For IVP1 there are two summative assessments: a written assignment of a 3000-word reflective analysis, and one teaching observation.

Assessment 1: 3000-word reflective analysis

For this assessment, you are required to present a clear teaching philosophy statement which explores your beliefs of teachers and teaching prior to (and after) placement. It also requires the identification of two critical incidents/significant moments from teaching practice in the music classroom, with a clear explanation of each incident/moment showing understanding and insight via critique of the incident in light of wider reading.

Assessment 2: Teaching observation

For this assessment, you are required to undertake one formally observed lesson which will be a joint observation by an experienced instrumental/vocal tutor from the Conservatoire alongside your school-based mentor. You must also submit a record of work (i.e., lesson plans) which detail your planning with learners and next steps for your own practice.

Instrumental and Vocal Pedagogy 2 (30 credits, SCQF Level 11)​

This module is the second key component of the Performance and Pedagogy strand. The main focus of this module is on specialist instrumental and vocal pedagogy. You will be allocated a placement in an educational establishment – an early years establishment, school, specialist school/context. Private lessons out with the programme of study are not appropriate for this module.

You will experience small group and whole group class teaching. All classes aim to be of practical use to you as well as being informed by the relevant literature about specific instrumental and vocal pedagogy and support them towards the assessments.

Small group classes​

Small group teaching will be based on instrumental/vocal pedagogy with a specialist instrumental/vocal tutor from the Conservatoire who will work with you to develop your understanding of specific, specialised pedagogy pertinent to their instrumental/vocal family.

Whole group classes​

Whole class teaching will be utilised for supporting you to develop their enquiry skills in order to help them meet the requirements for Summative Assessment 1.

The following content provides insight into the content covered in this module. While the order of the sessions may change across the academic year, the content will remain intact and will encourage you to reflect on your growing identity as an instrumental instructor.

Session 1 Enquiry as a means of professional learning: this session will introduce you to the concept of professional enquiry and the value this process has for the purposes of teaching and learning.

Session 2 Designing an enquiry: this session will support you in identifying an area of their teaching practice that you would like to explore in greater depth and demonstrate the approach to designing an enquiry of your own choice.

Session 3 Searching for literature: this session will be hosted in conjunction with colleagues in the library and will provide you will the opportunity to develop their search and analysis skills for the purposes of locating educational research literature.

Session 4 Ethics and enquiry: this session will introduce you to the importance of educational ethics when engaging with the process of enquiry for the purposes of learning and teaching.

Session 5 teaching-based data collection: this session will explore the data that teachers can use within your enquiries; it will introduce the concept of lesson-based evidence – evidence that is generated through learning and teaching and which teachers use on a day-to-day basis to inform their teaching practice and other approaches to data collection which are found within educational research.

Assessment​

For IVP2 there are two summative assessments: a written assignment of a 3000-word enquiry and and one teaching observation.

Assessment 1: 3000 word enquiry

This assignment requires you to identify an aspect of your teaching practice that you would like to explore through a small enquiry into your teaching practice. You will provide a rationale as to why the area has been selected for exploration and why it is important for learners. You will also be expected to demonstrate awareness of the ethics of educational research and link their findings to existing research literature.

Assessment 2: Teaching observation

As in IVP1, you are required to undertake one formally observed lesson which will be a joint observation by an experienced instrumental/vocal tutor from the Conservatoire alongside your school-based mentor. You must also submit a record of work (i.e., lesson plans) which detail your planning with learners and next steps for your own practice.

Wider educational experiences: Professional Learning Week​

Students on the MMus Performance and Pedagogy strand will be required to engage with the wider Initial Teacher Education (ITE) Professional Learning Week, a week of educational and professional activities for education students at the Conservatoire. This is a week for opportunities for networking and learning from specialist guests from a variety of relevant educational contexts in Scotland, including Education Scotland, GTCS and school partners.

Professional learning opportunities post-MMus Performance and Pedagogy​

Beyond the MMus, successful completion of the Performance and Pedagogy strand can provide you with an entry-point to further opportunities for continuing professional development around learning and teaching or indeed to further and refine your development as a musician.

Opportunities for further study include Postgraduate Diploma in Education (PGDE) (Music) for those who wish to pursue classroom Music teaching. Please note, however, that if you wish to pursue further study as a classroom teacher of Music, there are specific, mandatory entry requirements expected for applicants stipulated through the GTCS Entry Memorandum (2019).