BMus (Hons) Popular Music Performance

2016-17

Module Handbook
PA6326
Instrumental and Vocal Teaching

Module Leader
Mike Dines
mike.dines@icmp.ac.uk

(add photo)
Programme Administrator
Jonathon Whitwell
jonathon.whitwell@icmp.ac.uk

MODULE FEEDBACK & IMPROVEMENTS

TEACHING ON THE MODULE

MODULE OVERVIEW

ASSESSMENT & FEEDBACK

ACADEMIC SUPPORT

LEARNING RESOURCES

SPECIALIST EQUIPMENT, FACILITIES AND RESOURCES

PERSONAL DEVELOPMENT

10

APPENDIX A UEL MODULE SPECIFICATION

11

APPENDIX B GRADING CRITERIA

12

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Module Feedback & Improvements

(Example)
This module was favourably reviewed by the student cohort. Comments that have been made reflect
the analytical and student led debate focused module design. Students responded that the content of
the curriculum was varied; weekly tasks were useful; presentations were viewed favourably;
development of critical thinking was welcomed; good balance of lectures; seminars and presentations;
debates were positively reviewed allowing students to engage and interact. The responses from the
students are very pleasing and demonstrate the level of commitment shown throughout the semester.
The only change to the organisation of the module is to ensure that the presentation sessions are fully
utilised by the students by making the presentation groups smaller.
After reviewing student feedback for this module last year, we have implemented the following
changes and improvements:
(Use student-friendly language)
Issue

Actions Proposed

Intended Outcomes

(Example)
Low
average
mark 49.54%

We decided to redesign the module so that

more class time was dedicated to the critical
essay assessment task (CW2), in order that
students would be more supported in
preparing this piece of work.

Students will be better

prepared to undertake
this assessment task.

Students will also have formative assessment

opportunities to further help them prepare.

Improved average mark

on this module.

Timescale for
Completion
September 2016

If you wish to raise any issues with how this module is organised and delivered, please email the
Module Leader in the first instance. If you do not receive a satisfactory response, please forward the
email correspondence to your Programme Administrator, who can help you to resolve the issue and
bring it to your Programme Leaders attention, as needed.

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Teaching on the Module

Introduction
PA6326 Instrumental and Vocal Teaching (IVT) is a 30 credit, Level 6 module that gives students an
insight into the skills to design, employ and reflect upon a number of teaching, learning and
assessment methods. Thus, PA6326 IVT will prepare the students for postgraduate study (including a
PGCE in music), one-to-one teaching and other educational roles.
Module Aims
The aims of this module, as defined in the UEL module specification (Appendix A) are:

To prepare the student to be able to design, deploy and evaluate a variety of teaching, learning and
assessment methods

To prepare the student for progression to either Postgraduate study (music PGCE course),
peripatetic teaching, or other music teaching roles

Module Learning Outcomes

At the end of this module, you will be able to:
Knowledge
1. Be aware of and conversant with a range of teaching methodologies and pedagogic theories as
they relate to a variety of teaching contexts
Thinking skills
2. Be able to devise, plan and implement strategies for the planning and delivery of effective
learning in a variety of music teaching contexts
3. Be able to plan for a full year of teaching within a school curriculum
Subject-based practical skills
4. Be able to teach individual and group lessons with differentiation
5.

Be able to function as an effective teacher within a variety of music teaching contexts,

including classrooms, one-to-one, ensemble groups, workshops

Skills for life and work (general skills)

6. Be able to plan and work with others in any other work environment

Indicative Module Content

This module comprises the following content:

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Topic areas will include the creation of lesson plans and reflective practice logs, theories of the
psychology of learning, teaching methodoldies and differention, desiginbing learning outcomes and
course construction, and child protection. Students will be encouraged to discuss and reflect upon
their own teaching, being able to devise, plan and implement strategies for the planning and delivery
of effective learning in a variety of music teaching contexts.
Learning Strategy
(example)
Weekly lectures will focus on key concepts, conventions, techniques, styles and approaches in
contemporary songwriting. Song examples from a wide variety of musical genres are analysed and
discussed, with reference to lyrical, melodic, harmonic and rhythmic content and construction.
Students will be given regular exercises and briefs in order to generate original material exploring a
wide variety of styles, genres and forms. Cultural and historical contexts are discussed and considered.
In seminars, students will discuss and critically reflect on their writing process and the material they
are generating. Students will also be led through a structured discussion and exploration of the briefs
set in across the module via a wide range of material that is topically relevant: film excerpts, extracts
from literature, poetry and journalistic articles, as well as song examples. Students will be required to
share and discuss song frameworks.
Workshops are practical sessions focused on song sharing and offering critical, formative feedback
from the tutor and the group.

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Module Overview
Cohort
Module
Module Leader
Teaching Staff
Week
Week
Semester
No.
Commencing

PA6326 Instrumental and Vocal Teaching

Mike Dines
Paul Scott and Mike Dines
Staff
PS/MD

Sep 26 2016

A
2
Oct 03 2016
A
3
Oct 10 2016
A
4
Oct 17 2016
A
5
Oct 24 2016
A
6
Oct 31 2016
A
7
Nov 07 2016
A
8
Nov 14 2016
A
9
Nov 21 2016
A
10
Nov 28 2016
A
11
Dec 05 2016
A
12
Dec 12 2016
Christmas Break
Marking Week - Jan 02 2017
B

Jan 09 2017

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PS/MD
PS/MD
PS/MD
PS/MD
PS/MD
PS/MD
PS/MD
PS/MD
PS/MD
PS/MD
PS/MD

PS/MD

Component

Introduction and overview: assessment, feedback and evaluation. (Please see below).
General teaching and problem solving. Demonstrate lesson plans and basic teaching techniques
How To Make Lesson Plans & Practice Logs. Please pair up for one-to-one lessons in Week 3.
Teaching Methodologies. The relative effectiveness of different teaching approaches. Classifying Cognitive Styles,
Learning Styles, and Learning Strategy. Differentiation.
Assessment: Formative vs Summative. The feedback sandwich. The interactive approach.
Teaching!
Hour of Teaching Session - Review: assessment, feedback and evaluation.
Learning Outcomes and Course Construction. Constructivism Outcome-based learning
Theories and Psychology of Learning
Exams 15 mins lesson 5 mins
Exams - 15 mins lesson 5 mins
Final review: assessment, feedback and module evaluation surveys.

SEN / Special Educational Needs

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B
B
B
B

2
3
4
5

Review &
Progression Week
B
6
B
7
B
8
B
9
B
10
B
11
B
12

Jan 16 2017
Jan 23 2017
Jan 30 2017
Feb 06 2017

PS/MD
PS/MD
PS/MD
PS/MD

Unit 2 M.U. Small Business Practice. Bindu Paul Musicians Union

M.U. Health and Safety. Roger Sutton Musicians Union
Child Protection MU
Preparation for 50 mins exam

Feb 13 2017
Feb 20 2017
Feb 27 2017
Mar 06 2017
Mar 13 2017
Mar 20 2017
Mar 27 2017
Apr 03 2017

PS/MD
PS/MD
PS/MD
PS/MD
PS/MD
PS/MD
PS/MD

Review and Discussion

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Exams 15 mins lesson 5 mins

Exams 15 mins lesson 5 mins
Review and Discussion

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Assessment & Feedback

There are four components to this assessment.
Assessment methods which enable students to
demonstrate the learning outcomes for the module:

Weighting:

CW1: Practical Teaching Assessment (30 minutes)

35%

CW2: Written Exam (50 minutes)

20%

CW3: Viva voce (10 minutes)

15%

CW4: Pedagogical Portfolio (63 production hours)

30%

Learning
Outcomes
demonstrated:
3, 5, 6

1, 2, 3, 4, 5, 6

1, 2, 4

To see how your work will be marked, please refer to the module grading criteria in Appendix B.
Assessment Guidance
CW1
Deadline:
Submission method:
Submission details:

Additional guidance:

CW2
Deadline:
Submission method:
Submission details:

Additional guidance:

Assessment Policy & Procedures

You will receive feedback on your submitted work promptly, within 20 working days. During this 20
working-day period, your work will be double-marked, moderated and signed off by our External

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Examiner to ensure the final mark you receive is robust, transparent and in line with national
standards.
Please refer to page 25 of your programme handbook for details on our assessment policy and
procedures, as well as those of our validating university partner.

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Academic Support
We are committed to supporting your studies at the ICMP. If you are struggling with any aspect of
your learning, please let us know and we will do everything we can to help you. The studying of any
new subject can be daunting and we want to support your studies in every way possible. In the first
instance, it is usually best to speak to your class tutor if you feel you are falling behind. You may also
wish to arrange a meeting with your module leader (whose contact details are shown on the first page
of this handbook).
Your Programme Leader also has weekly meeting availability. You can arrange this by contacting your
Programme Administrator, Firstname Lastname, via xxxx.team@icmp.ac.uk.
Our dedicated Wellbeing Team provides support to students in the form of pastoral care, additional
learning support, support with emotional and psychological difficulties and performance wellness.
The Wellbeing Team can offer information and guidance on many aspects of college life, including:

Disability and Dyslexia Support

Emotional and Psychological Difficulties
General Wellbeing
Performance Wellness

The team can provide assistance to students who may need support for any reason including:

SEN/ALS
Disability
Pastoral care
Study support

Please contact the team via studentwellbeing@icmp.ac.uk if you wish to arrange a 1:1 meeting.

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Learning Resources
The Learning Resource Centre at ICMP, which is on the top floor of building B, houses a wide range of
study resources from best-selling music related books, journals, scores and online resources through
to free to use Apple Mac computers and printing facilities.
Please also remember that, as a UEL student, you have access to all UEL libraries. Visit uel.ac.uk/lls to
find out more. In the world of popular music studies much of what you need may be found online at
websites including JSTOR, JURN and Google Scholar. Living in London means that you have access
to a number of unique resources and many students make use of the British Library on Euston Road,
London NW1.
In addition, you have membership to the following online resources:

SCONUL, a scheme which allows many university library users to borrow or use books and
journals at other libraries which belong to the scheme: sconul.ac.uk/sconul-access
Athens, a portal to subscription-based academic content: openathens.net. Please download
the UEL Athens helpsheet for more information.

If we havent got what you need, or if you have any issues accessing the above resources, please speak
to a member of staff in the LRC or email your Programme Administrator. Remember, scholarship at
this level means a nurturing of independent study and research. It is up to you to make full use of
these resources.

Specialist Equipment, Facilities and Resources

As musicians, we rely upon specialist equipment, facilities and resources to support our studies.
Resources such as Live Performance Rooms, recording studios and keyboard Suites (with Macs) are
there to facilitate your learning, so please make full use of them.
Furthermore, all of our rooms, as well as our recording and production facilities, are available for
students to book when they are not being used for teaching. We have a range of spaces:

Rehearsal/performance rooms
Lecture theatres
Seminar rooms
Keyboard suites
Production suites
Drum booths
Recording studios
Writing rooms

We also have a whole range of specialist equipment that is available for free hire from the Facilities
Helpdesk on the first floor of building A, including instruments, boutique amps, recording bundles,
guitar pedals and loop pedals. Make full use of these facilities: they are there for you.

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Personal Development
The Hub is ICMPs careers, employability and industry liaison service, providing students with advice
and opportunities to develop their career in the music industry and beyond. Contact
thehub@icmp.ac.uk.
The Events Team, including the student ENTS Team and Social Secretary, delivers a range of student
events throughout the year, including masterclasses, Tutor and Student Showcases, End of Year
Showcases, social activities, a monthly Songwriters Circle, an annual Freshers Fair, and much more.
Contact events@icmp.ac.uk.

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Appendix A UEL module specification

Module Title:

Module Code: PA6326

Module Leader:

Instrumental and Vocal

Teaching

Level: 6

Mike Dines

Credit: 30
ECTS credit:15
Pre-requisite: N/A

Pre-cursor: N/A

Co-requisite: N/A

Excluded combinations :

Location of delivery: The Institute of Contemporary Music Performance

Main aim(s) of the module:

To prepare the student to be able to design, deploy and evaluate a variety of teaching,
learning and assessment methods

To prepare the student for progression to either Postgraduate study (music PGCE course),
peripatetic teaching, or other music teaching roles
Main topics of study:

Creating lesson plans & reflective practice logs

Theories of the psychology of learning
Teaching methodologies and differentiation
Assessment of students
Designing learning outcomes and course construction
Small business and sole-trader practice
Child protection (including safeguarding vulnerable adults)
Health & Safety legislation and practice
Special Educational Needs (SEN)

Learning Outcomes for the module:

At the end of this Module, students will be able to
Knowledge
1. Be aware of and conversant with a range of teaching methodologies and pedagogic
theories as they relate to a variety of teaching contexts
Thinking skills
2. Be able to devise, plan and implement strategies for the planning and delivery of
effective learning in a variety of music teaching contexts
3.

Be able to plan for a full year of teaching within a school curriculum

Subject-based practical skills

4. Be able to teach individual and group lessons with differentiation
5.

Be able to function as an effective teacher within a variety of music teaching contexts,

including classrooms, one-to-one, ensemble groups, workshops

Skills for life and work (general skills)

6. Be able to plan and work with others in any other work environment

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Teaching/ learning methods/strategies used to enable the achievement of learning

outcomes:
For on campus students:
Lectures, seminars, tutorials, teaching observations, classroom simulations, independent study
Assessment methods which enable students to
demonstrate the learning outcomes for the
module;

Weighting:

CW1 Practical Teaching Assessment (30 minutes)

35%

CW2. Written Exam (50 minutes)

20%

CW3. Viva voce (10 minutes)

15%

CW4. Pedagogical Portfolio (63 production hours)

30%

Learning
Outcomes
demonstrated:
3, 5, 6
6
1, 2, 3, 4, 5, 6
1, 2, 4

Reading and resources for the module:

Essential Reading:
Bourdillon, H. and Storey, A. (2002) Aspects of teaching and learning in secondary schools:
perspectives on practice. London: RoutledgeFalmer.
Hayes, D. (2008) Foundations of primary teaching. 4th edn. London: Routledge.
Philpott, C. and Spruce, G. (2001) Learning to teach music in the secondary school: a companion
to school experience. London: Routledge.
Indicative Reading:
Bamberger, J. (1995) The mind behind the musical ear: how children develop musical
intelligence. Cambridge: Harvard University Press.
Borger, R. and Seaborne, A.E.M. (1976) The psychology of learning. London: Pelican.
Carpenter, B., Ashdown, R. and Bovair, K. (1996) Enabling access: effective teaching and
learning for pupils with learning difficulties. London: David Fulton.
Cowne, E. (2004) Beginners guide to meeting special educational needs: a handbook. London:
David Fulton.
Deliege, I. and Sloboda, J. (eds.) (1996) Musical beginnings. Oxford: Oxford University Press.
Dewey, J. (1997) Experience and education. New York: Pocket Books.
Dewey, J. (2005) Art as experience. New York: Perigree.
Dewey, J. (2007) How we think. Boston: Standard Publications.
Dunne, R. and Wragg, T. (1994) Effective teaching. London: Routledge.
Elliott, D.J. (1995) Music matters: a new philosophy of music education. Oxford: OUP.
Fry, H., Ketteridge, S. and Marshall, S. (2009) A handbook for teaching & learning in higher
education. 3rd edn. London: Routledge.
Gardner, H. (1993) Multiple intelligences: new horizons in theory and practice. 2nd edn. Basic
Books.
Ginnis, P. (2010) The teacher's toolkit. Carmarthen: Crown House Publishing Ltd.
Green, L. (2002) How popular musicians learn: a way ahead for music education. Aldershot:
Ashgate.
Green, L. (2008) Music, informal learning and the school: a new classroom pedagogy. Aldershot:

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Ashgate.
Haines, C. (2004) Assessing students written work: marking essays and reports. London:
RoutledgeFalmer.
Harris, P. and Crozier, R. (2000) The music teachers companion: a practical guide. London:
ABRSM.
Harris, P. (2006) Improve your teaching! An essential handbook for instrumental and singing
teachers. London: Faber.
Jarvis, M. (2005) The psychology of effective learning and teaching. Cheltenham: Nelson
Thornes.
Kemp, A. E. (1996) The musical temperament. Oxford: Oxford University Press.
Laurillard, D. (2001) Rethinking university teaching: a conversational framework for the effective
use of educational technology. 2nd edn. London: Routledge.
OConnor, J. (2007) Not pulling strings. London: Kahn & Averill.
Paige-Smith, A. and Craft, A. (2007) Developing reflective practice in the early years.
Maidenhead: OUP.
Peters, G.D. and Miller, R.F. (1982) Music teaching and learning. New York: Longman.
Petty, G. (2009) Teaching today: a practical guide. 4th edn. Cheltenham: Nelson Thornes.
Pitt, S. (2006) Guitar, bass, drums exams: grades 1-8. London: Rockschool.
Pound, L. (2008) How children learn: from Montessori to Vygotsky educational theories and
approaches made easy. London: Step Forward Publishing Ltd.
Schon D.A. (2005) The reflective practitioner: how professionals think in action. Aldershot:
Ashgate.
Swanwick, K. (1999) Teaching music musically. London: Routledge.
Indicative
learning and
teaching time
(10 hrs per
credit):
1. Student/tutor
interaction, some
of which may be
online:
72
2. Student
learning time:
228

Activity

Total hours (1 and

2):

300

Activity (e.g. lectures/seminars/tutorials/workshops/studio work/moderated

online discussions, online chat etc):
Lectures/seminars/workshops/tutorials
Activity (e.g. seminar reading and preparation/assignment preparation/
background reading/ on-line activities/group work/portfolio/diary, studio
work etc):
Background reading, portfolio preparation, teaching observation,
independent study

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Appendix B Grading Criteria

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