MA Music Education: Group Teaching and Leadership Programme Specification 2023-24

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1	ACADEMIC QUALITY TEAM
2	Programme Specifications 2023-24
3	Revised February 2023
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6	Programme Title			MA Music Education: Group Teaching and Leadership.
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8	This document applies to students who commenced the programme(s) in:			2023		Award type			MA
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10	What level is this qualification?			7		Length of programme			1 year FT / 2 years PT
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12	Mode of study (Full / Part Time)			both
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14	Will the programme use standard University semester dates?			Yes		For York Online programmes, will standard dates for such programmes be used?			Yes
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16	Awarding institution			University of York		Board of Studies for the programme			School of ACT
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18	Lead department			Music / School of ACT		Other contributing departments			n/a
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20	Language of study and assessment			English		Language(s) of assessment			English
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22	Is this a campus-based or online programme?			Campus
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24	Partner organisations
25	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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29	Reference points
30	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).
31	University's Frameworks for Programme Design (PFT); QAA Subject Benchmark Statements.
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34	Credit Transfer and Recognition of Prior Learning
35	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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39	Exceptions to Regulations
40	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.
41	n/a
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44	Internal Transfers
45	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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47		Transfers in:	Yes: most likely from MA Music Education: Instrumental and Vocal Teaching, and MA Community Music.			Transfers out:	Yes: most likely to MA Music Education: Instrumental and Vocal Teaching, and MA Community Music.
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50	Statement of Purpose
51	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.
52	The MA in Music Education will enable you to develop your understanding of music education practice and leadership from both theoretical and practical perspectives. You will explore inclusive approaches to supporting musical development in early childhood, in primary and secondary education, and with learners with special educational needs and/or disabilities. You will also develop and refine music education leadership and management skills, and gain an understanding of the philosophy and psychology of music education. The skills developed in this programme will contribute to enhanced professional ability as a music leader, educator, or instrumental teacher in educational contexts both inside and outside of schools and are relevant to other modes of employment and further postgraduate study. This unique programme develops capability in research skills and reflective practice through its focus on scholarship relating to effective and inclusive pedagogy, and through practical application of this knowledge in group settings. You will complete four core modules, two option modules, and an independent study module (choice of practical work with reflective commentary, an extended essay, or a research project) and take part in seminars, group activities, tutorials, and supervisions. York provides excellent support and resources for this programme, and students will be part of a lively and inclusive departmental community, working with research-active staff who are also professional music leaders and educators.
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63	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).
64	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
65	PGCert in Music Education: Group Teaching and Leadership.			Exit only	Depending on which modules the student has successfully completed, they will have made progress towards: PLO 1 through engagement with the theory and philosophy of music education in at least one core music education module; PLO 2 and 3 through the facilitation practices encountered in at least one of the core 'Music Across the Lifespan' modules; PLO 4 through engagement with the case studies on management and leadership in 'Leadership and Management in Music Education'; PLO 5 and 6 through completion of critically reflective assessments for at least one of the core 'Music Across the Lifespan' modules or 'Philosophy and Psychology of Music Education'; and PLO 7 and 8 through the successful completion of a range of assessments on at least three modules.			Any 3 non-capstone modules
66	PGDip in Music Education: Group Teaching and Leadership.			Exit only	They will have made progress towards: PLO 1 through engagement with the theory and philosophy of music education in at least four core music education modules; PLO 2 and 3 through the facilitation practices encountered in the two core 'Music Across the Lifespan' modules; PLO 4 through engagement with the case studies on management and leadership in 'Leadership and Management in Music Education'; PLO 5 and 6 through completion of critically reflective assessments for the two 'Music Across the Lifespan' modules and 'Philosophy and Psychology of Music Education'; and PLO 7 and 8 through the successful completion of the assessments on the four core Music Education modules plus two cognate modules from related Music programmes.			Any 6 non-capstone modules
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68	Programme Learning Outcomes
69	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...'
70	1	Examine and evaluate current research and debates in music education, and relate these to their own practice.
71	2	Plan, facilitate, and assess effective music learning activities confidently and flexibly in a range of settings and with a variety of learners.
72	3	Apply critical understanding of professional issues, including safeguarding and inclusive practice, to their work in music education settings.
73	4	Exercise music education leadership, such as curriculum development, grant-application writing and project management.
74	5	Articulate their individual teaching, leadership, and facilitation practices and philosophies, based on critical awareness of their own skills, expertise and identity as a music educator.
75	6	Engage in effective continuing professional development and enhancement by applying developed skills of self-evaluation and reflective practice.
76	7	Communicate persuasively and credibly in written work by identifying and deploying appropriate writing styles for a range of outputs, for example, session plans, curricula and policies, reflective commentary, essays, and dissertation.
77	8	Develop knowledge and critical awareness through research and practice that may lead to further postgraduate study and/or employment opportunities.
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79	Diverse entry routes
80	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.
81	We will accept students who have a 2.2 in a first degree but significant professional experience. These students will be supported through frequent one-to-one supervisions and tutor group sessions dealing with 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. The first module contains a summative assessment that will support understanding of academic integrity and referencing. Students will develop their disciplinary knowledge in all of the modules; tutor groups will help them to understand the conventions of the discipline. Students will be encouraged to avail of whatever language and writing support is available in the university/faculty/School from the point the programme starts.
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90	Inclusion
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92	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.
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94	Employability
95	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.
96	The skills developed in this programme will contribute to enhanced professional ability as a music leader, educator, or instrumental teacher in educational contexts. The programme will support and develop students' work in a range of different education contexts, including school settings, special educational needs, early years music development, community music settings, arts organisation outreach programmes, and extracurricular activity. The Leadership and Mangement in Music Education module will provide students with core skills in music education leadership, including curriculum development, grant-application writing and project management, thus allowing students to develop and progress their careers as music educators.
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