MA Music Education: Instrumental and Vocal Teaching Programme Specification 2024-25

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1	ACADEMIC QUALITY TEAM
2	Programme Specifications 2024-25
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5	Programme Title			MA Music Education: Instrumental and Vocal Teaching.
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7	This document applies to students who commenced the programme(s) in:			2024		Award type			MA
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9	What level is this qualification?			7		Length of programme			1 year FT / 2 years PT
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11	Mode of study (Full / Part Time)			both
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13	Will the programme use standard University semester dates?			Yes		For York Online programmes, will standard dates for such programmes be used?			N/A
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15	Awarding institution			University of York		Board of Studies for the programme			School of ACT
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17	Lead department			Music / School of ACT		Other contributing departments			N/A
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19	Language of study and assessment			English		Language(s) of assessment			English
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21	Is this a campus-based or online programme?			Campus
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23	Partner organisations
24	If there are any partner organisations involved in the delivery of the programme, please outline the nature of their involvement. You may wish to refer to the Policy on Collaborative Provision
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28	Reference points
29	Please state relevant reference points consulted in the design of this programme (for example, relevant documentation setting out PSRB requirements; the University's Frameworks for Programme Design (UG or PGT); QAA Subject Benchmark Statements; QAA Qualifications and Credit Frameworks).
30	University's Frameworks for Programme Design (PFT); QAA Subject Benchmark Statements.
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33	Credit Transfer and Recognition of Prior Learning
34	Will this programme involve any exemptions from the University Policy and Procedures on Credit Transfer and the Recognition of Prior Learning? If so, please specify and give a rationale
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38	Exceptions to Regulations
39	Please detail any exceptions to University Award Regulations and Frameworks that need to be approved (or are already approved) for this programme. This should include any that have been approved for related programmes and should be extended to this programme.
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43	Internal Transfers
44	Please use the boxes below to specify if transfers into / out of the programme from / to other programmes within the University are possible by indicating yes or no and listing any restrictions. These boxes can also be used to highlight any common transfer routes which it would be useful for students to know.
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46		Transfers in:	Yes: most likely from MA Music Education: Group Teaching and Leadership, and MA Community Music.			Transfers out:	Yes: most likely to MA Music Education: Group Teaching and Leadership, and MA Community Music.
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49	Statement of Purpose
50	Please briefly outline the overall aims of the programme. This should clarify to a prospective student why they should choose this programme, what it will provide to them and what benefits they will gain from completing it.
51	The MA in Music Education: Instrumental and Vocal Teaching enables you to develop your knowledge of instrumental and vocal pedagogy from theoretical and practical perspectives. This unique programme develops capability in research skills and reflective practice through its focus on scholarship relating to effective pedagogy, teaching techniques and through practical application of this knowledge in one-to-one and group face-to-face and online teaching. You will complete theoretical modules, practical modules, and a Capstone Project Module (choice of practical work with commentaries, or an extended essay/empirical research study report) and and take part in seminars, group activities, tutorials and supervisions. The University of York provides excellent support and resources for this programme, and students will work with research-active staff who are also professional instrumental teachers. The skills developed in this programme will contribute to enhanced professional ability as an instrumental/vocal teacher in private studio or institutional contexts, and are relevant to other modes of employment and further postgraduate study.
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62	If there are additional awards associated with the programme upon which students can register, please specify the Statement of Purpose for that programme. This will be most relevant for PGT programmes with exit awards that are also available as entry points. Use additional rows to include more than one additional award. Do not include years in industry / abroad (for which there are separate boxes).
63	Exit Award Title			Is the exit award also available as an entry point?	Outcomes: what will the student be able to do on exit with this award?			Specify the module diet that the student will need to complete to obtain this exit award
64	PGCert in Music Education: Instrumental & Vocal Teaching.			Exit only	If students have successfully completed the core modules 'One-to-one teaching: Beginner-Intermediate' and/or 'One-to-one teaching: Intermediate-Advanced', they will have achieved PLOs 1–3, 5 and 6 (albeit at a lesser depth than for the MA programme, particularly in the case of PLO 6 depending on degree of success in other core modules). If students have successfully completed the core modules 'Effective Pedagogy' and/or 'Enhanced Student-centred Pedagogy', they will have achieved PLOs 4 & 6 (albeit at a lesser depth than for the MA programme, particularly in the case of PLO 6 depending on degree of success in other core modules).			Any 3 non-capstone modules.
65	PGDip in Music Education: Instrumental & Vocal Teaching.			Exit only	Students will have achieved PLOs 1-6, albeit potentially at a lesser depth than for the MA programme given that engagement with PLO 7 acts to strengthen and extend achievement in relation to PLO 1–6.			Any 6 non-capstone modules.
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67	Programme Learning Outcomes
68	What are the programme learning outcomes (PLOs) for the programme? (Normally a minimum of 6, maximum of 8). Taken together, these outcomes should capture the distinctive features of the programme and represent the outcomes that students progressively develop in the programme and achieve at graduation. PLOs should be worded to follow the stem 'Graduates will be able to...'
69	1	Plan and deliver effective face-to-face and online instrumental/vocal lessons that are tailored to the musical and technical ability of the learner, using appropriate resources and demonstrating efficient time management.
70	2	Apply critical understanding of professional issues including safeguarding, child protection, and instrumental studio management to their work in music education.
71	3	Interact and engage with others in a constructive manner by employing interpersonal skills underpinned by empathy and respect, communicating with clarity and attention to detail.
72	4	Critically examine, analyse and evaluate existing pedagogical material and research literature.
73	5	Engage in effective continuing professional development and enhancement by applying developed skills of self-evaluation and reflective practice.
74	6	Communicate persuasively and credibly in written work by identifying and deploying appropriate writing styles for a range of outputs including lesson plans, consent forms, critical appraisal, reflective commentary, essays and dissertation.
75	7	Employ the research skills and teaching expertise developed during the programme in the production of a dissertation, empirical research study, or portfolio of lessons with commentary in connection with further postgraduate study or employment opportunities.
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77	Diverse entry routes
78	Detail how you would support students from diverse entry routes to transition into the programme. For example, disciplinary knowledge and conventions of the discipline, language skills, academic and writing skills, lab skills, academic integrity.
79	We may accept students with a first degree result lower than our advertised requirements but with significant relevant professional experience. These students will be supported through frequent one-to-one supervisions and supplementary tutor group sessions promoting development of research and study skills. Students will be welcome to approach the programme via foundation or pre-sessional study at the International Pathway College, which will prepare them for the course. Modules in the first semester include summative assessments that will support understanding of academic integrity and referencing. Students will develop their disciplinary knowledge through all of the modules; tutor group sessions will help them to understand the conventions of the discipline. Students will be encouraged to avail themselves of whatever language and writing support is available in the university/faculty/School from the point the programme starts.
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88	Inclusion
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90	Please confirm by ticking the box on the right that the design, content and delivery of the programme will support students from all backgrounds to succeed. This refers to the University's duties under the Equality Act 2010. You may wish to refer to the optional Inclusive Learning self-assessment tools to support reflection on this issue.									TRUE
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92	Employability
93	Please give a brief overview - no more than 5 sentences - of how the programmes helps develop students' employability. Your Faculty Employability Manager can help reflection on this issue. This statement will be used by Marketing as the basis for external content with respect to employability.
94	The experience and qualification gained from this course will help to boost your employability in a competitive international field. You will develop skills vital for engaging in a wide range of educational activities, including studio and institutional teaching. This course can also lead to further academic study; graduates have gone on to pursue doctoral research as well as a variety of other related qualifications, including PGCE. This course will help you to develop a wide range of practical, transferable skills, including: Use of appropriate resources. Efficient time management. An understanding of child protection and safeguarding. High-level spoken and written communication skills. Knowledge of teaching studio management and good practice. Interpersonal skills underpinned by empathy and respect. An ability to critically examine, analyse and evaluate existing pedagogical material and research literature. Self-evaluation and reflective practices. Resilience. Commitment to continuing professional development.
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