Instrumental and Vocal Pedagogy 1
In this module you will engage with a range of ideas and issues related to instrumental (including vocal) teaching with children and young people. You will be introduced to the concept of teacher professionalism, the values and ethics of teaching and reflective practice – all of which are important for your developing identity as an instrumental teacher – and to contextualize this knowledge and understanding through a school-based placement. Through this module you will also be introduced to current issues in Scottish education, and encouraged to consider these topics and themes critically and from the perspective as an instrumental teacher.
Module aims
The module aims to:
- Support students to develop an understanding of teaching as a profession and a vocation;
- Explore issues related to values, ethics and teaching identity;
- Support a growing understanding and awareness of students’ knowledge around child development and learning theories;
- Relate the knowledge and understanding around professionalism and child development within the context of instrumental and vocal instruction;
- Develop a critical engagement with and understanding of current issues in Scottish education (and beyond where appropriate)
- Nurture the skills for locating, analyzing and utilizing scholarly literature and resources for the purposes of their personal and professional learning.
Learning outcomes
On successful completion of this module you will be able to:
- LO1 Demonstrate developing skills, attributes and critical knowledge and understanding of a range of basic professional issues relevant to being an instrumental teacher, including the roles and responsibilities of instrumental teachers, the ethics of teaching, professional values and standards.
- LO2 Recognise and begin to critically reflect on key aspects of effective music teaching, such as good communication, promoting positive relationships, curriculum and planning for learning.
- LO3 Demonstrate a critical understanding of the principal theories and concepts related to child development, learning and cognition through critical reflection on teaching practice and educational literature (both general and music-specific).
- LO4 Demonstrate the ability to identify and critically analyse your teaching practice and explore this in relation to wider academic reading (both general educational and music-education specific literature).
- LO5 Demonstrate the ability to locate, critically synthesise and reference a range of literature, texts and resources for the purposes of personal and professional learning and development.
Assessment
Assessment 1
Reflective analysis (3000 words) – Graded, 100%
Assessed LOs: 1, 2, 3, 4, 5
Assessment criteria for Assessment 1
Assessors will look for:
LO1 – Demonstrate developing skills, attributes and critical knowledge and understanding of a range of basic professional issues relevant to being an instrumental teacher, including the roles and responsibilities of instrumental teachers, the ethics of teaching, professional values and standards.
- Reference to wider educational literature and policy on education, music education and teaching as a profession
- Engagement with appropriate educational research literature and educational policy
LO2 – Recognise and begin to critically reflect on key aspects of effective music teaching, such as good communication, promoting positive relationships, curriculum and planning for learning.
- Awareness of effective music teaching through reflection and other professional activities
- Understanding of the literature around teacher/instructor professionalism
LO3 – Demonstrate a critical understanding of the principal theories and concepts related to child development, learning and cognition through critical reflection on teaching practice and educational literature (both general and music-specific).
- Engagement with theories related to learners and learning
- Unnderstanding of a range of concepts, key ideas and theories related to child development and learning theories
- Ability to link/demonstrate/apply this knowledge to the practical context.
LO4 - Demonstrate the ability to identify and critically analyse your instruction practice and explore this in relation to wider academic reading (both general educational and music-education specific literature).
- Sustained critical reflection upon practice
- Identification of critical incidents/significant moments from teaching practice and an understanding of the value of these incidents/moments in the development of the teaching identity;
- Demonstration of depth of understanding through critique of incidents/moments in light of wider reading.
LO5 - Demonstrate the ability to locate, critically synthesise and reference a range of literature, texts and resources for the purposes of personal and professional learning and development.
- Engagement with a range of relevant educational research literature and policy
- Compliance with the conventions of academic writing with respect to presentation and standard of written English
- Adherence to a recognised system of academic referencing
Assessment 2
One observation of teaching to be carried out by an RCS tutor and school based mentor, plus the submission of completed teaching file/record of work – Pass/Fail 0%
Assessed LOs: 1, 2
Assessment criteria for Assessment 2
Assessors will look for:
LO1 – Demonstrate developing skills, attributes and critical knowledge and understanding of a range of basic professional issues relevant to being an instrumental teacher, including the roles and responsibilities of instrumental teachers, the ethics of teaching, professional values and standards.
- Understanding and demonstration of professional values related to social justice, trust and respect, integrity, and professional commitment to learning and learners
- Knowledge and understanding of relevant BGE and/or SQA content and standards as appropriate
- Creation of a learning environment that is welcoming and inclusive, values all learners’ participation and nurtures positive relationships
- Effective communication with learners
LO2 – Recognise and begin to critically reflect on key aspects of effective music teaching, such as good communication, promoting positive relationships, curriculum and planning for learning.
- Clear and methodical organisation of teaching file
- A coherent, progressive, challenging and engaging teaching program
- Insightful evaluation of lessons
- Insight into developing identity as an instrumental teacher
Feedback
Written feedback will be provided on the following activities:
- Reflective analysis
- The observed lesson, teaching file and reflection
In addition to the above, it is expected that you would also receive feedback from your school-based mentor on a regular basis. This may be verbal but it is recommended that you retain a written record for your own notes.
Resources
- Bartlett, S. and Burton, D. (2016) Introduction to Education Studies. London: Sage.
- Bryce, T., and Humes, W., (2018) Scottish Education: Fifth Edition. Edinburgh: Edinburgh University Press.
- Kyriacou, C. (2014) Essential Teaching Skills. Oxford: Oxford University Press.
- Pollard, A., Anderson, J. Maddock, M., Swaffield, S., Warin, J. and Warwick, P. (2008) Reflective Teaching: Evidence-informed professional practice. 3rd edn, Continuum International Publishing Group, London.
Other information
As part of your learning on this module you will have the opportunity to engage with the ITE Professional Learning week in May of each academic session. During this week you will have the opportunity to attend a range of interactive workshops and activities which will help you explore and gain insight of key issues around education in Scotland and beyond.
Summary details
| Module title | Instrumental and Vocal Pedagogy 1 |
|---|---|
| SCQF level | 10 |
| Credit rating | 30 SCQF (15 ECTS) |
| Total notional student effort hours | 300 |
| Status | Core |
| Module coordinator | Head of Programme |
| Pre-requisites | None |
| Co-requisites | Supporting Studies 1 |
| Anti-requisites | None |
| Next steps | Instrumental and Vocal Pedagogy 2 |
| Learning modes | Indicative hours |
| Whole group class | 20 |
| Small group class (instrumental/vocal families) | 5 |
| Placement | 140 |
| Professional Learning Week (with the ITE programmes) | 10 |
| Independent study | 125 |
| Total notional student effort | 300 |