Instrumental and Vocal Pedagogy 2

In this module you will develop and extend your knowledge and understanding of instrumental (and vocal) teaching through exploring specific instrumental/vocal pedagogy related to your own specialism. You will be introduced to approaches to pedagogy for your instrument/vocal family and will contextualize this learning through a specialist placement. Through this module you will also reflect upon your learning as a developing instrumental teacher.

Module aims

The module aims to:

Support students to develop an in-depth, specialised understanding of instrumental and vocal pedagogy;
Explore issues related to values, ethics and teaching identity of the specific instrument/vocal family;
Support a growing understanding and awareness of students’ knowledge around learner development theories of learning related to the specialist pedagogy;
Relate the knowledge and understanding around professionalism and learner development within the context of instrumental teaching;
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 skills, attributes and critical knowledge and understanding of the principal theories and practices relevant to the teaching and learning within the instrument/vocal specialism, including the roles and responsibilities of teachers, the ethics of teaching, and engagement with the appropriate professional values and standards.
LO2 Demonstrate the ability to critical reflect on key aspects of effective music teaching within the instrumental/vocal family including use of a significant range of professional skills related to the instrument/voice as well as good communication, promoting positive relationships, curriculum and planning for learning.
LO3 Demonstrate a critical understanding of the principal theories and concepts related to learner development, learning and cognition through critical reflection on instrumental and vocal teaching and educational literature (both general and music-specific).
LO4 Design, implement and evaluate learning experiences across your practice which demonstrates the use of a range of evidence gathering techniques and which are used to inform next steps for both learners and your own teaching.
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

Enquiry (3000 words) – Graded, 100%

Assessed LOs: 1, 2, 3, 4, 5

Assessment criteria for Assessment 1

Assessors will look for:

LO1 – Demonstrate skills, attributes and critical knowledge and understanding of the principal theories and practices relevant to the teaching and learning within the instrument/vocal specialism, including the roles and responsibilities of teachers, the ethics of teaching, and engagement with the appropriate professional values and standards.

A strong and informed critical understanding of learning and teaching within the students’ discipline
The ability to relate and articulate these thoughts in relation to their own developing identity as an instrumental teacher
Engagement with and understanding of professional standards and ethics required of an instrumental teacher

LO2 – Demonstrate the ability to critical reflect on key aspects of effective music teaching within the instrumental/vocal family including use of a significant range of professional skills related to the instrument/voice as well as good communication, promoting positive relationships, curriculum and planning for learning.

The ability to critically reflect on practice and literature in order to inform future learning and teaching approaches
Awareness of influences on effective teaching

LO3 – Demonstrate a critical understanding of the principal theories and concepts related to learner development, learning and cognition through critical reflection on instrumental and vocal teaching and educational literature (both general and music-specific).

Demonstration of connection(s) to personal viewpoint and/or placement
Critical analysis of a range of current, relevant sources in order to provide a sustained, informed view for the role of the teacher

LO4 - Design, implement and evaluate learning experiences across your practice which demonstrates the use of a range of evidence gathering techniques and which are used to inform next steps for both learners and your own teaching.

Ability to reflect upon teaching and to evidence this through gathering data
A range of suitable and ethically appropriate data to inform future learning and teaching

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.

A range of sources including journals and official current publications
In depth examination of opposing views
Ability to link sources to personal and professional learning

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:

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

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

Learning modes	Indicative hours
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
Whole group class	20
Small group class (instrumental/vocal families)	10
Placement	140
Professional Learning Week (with the ITE programmes)	10
Independent study	120
Total notional student effort	300

Instrumental and Vocal Pedagogy 2

Module aims​

Learning outcomes​

Assessment​

Assessment 1​

Assessment criteria for Assessment 1​

Assessment 2​

Assessment criteria for Assessment 2​

Feedback​

Resources​

Other information​

Summary details​