ADVANCED PEDAGOGIES - 2024/5
Module code: POVM018
This module introduces students to key principles, skills and techniques required to facilitate training in teaching and learning context, including, but not limited to schools, community groups, education outreach activities, professional training, and online learning across diverse communities, such as Business environments, councils and one to one clients. Learning and teaching processes will be examined through the lenses of voice and singing pedagogies in year 1, voice fundamentals in year 1 and integrated practice in year 1.
Guildford School of Acting
TURNER Thomas (GSA)
Number of Credits: 60
ECTS Credits: 30
Framework: FHEQ Level 7
Module cap (Maximum number of students): N/A
Overall student workload
Workshop Hours: 100
Independent Learning Hours: 300
Lecture Hours: 40
Seminar Hours: 60
Tutorial Hours: 50
Practical/Performance Hours: 50
Prerequisites / Co-requisites
Indicative content includes online, practical, theoretical, and observational study arising from the module material and essential texts as given in the module reading list. Delivery may include, but is not restricted to:
- Online materials via the online learning environment
- Group tutorials and seminars
- Independent observations of teaching practice
|Assessment type||Unit of assessment||Weighting|
|Coursework||Lesson plan and curriculum design||70|
Two summative assessments as follows:
- Written submission of curriculum design over 1 semester or two terms and provide lesson plans to accompany this scheme of work (70%)
- Presentation on business proposal 30%
Formative assessment and feedback
Formative assessment is a draft lesson plan drawing upon research into the practices of a relevant practitioner(s).
Continuous verbal feedback is provided to students throughout the learning journey.
- To develop key principles, skills and techniques required to facilitate training across a diverse range of communities and businesses to an advanced level.
- To enable students to effectively analyze and evaluate the delivery of coaching and teaching approaches.
- To engage students with advanced critical analysis of skills in practice.
|001||Solve and illustrate theories of voice and singing in performance||K|
|002||Describe and relate key historical, political, social, and ethical developments.||K|
|003||Outline key theories of performance, theatrical reception, and critique||C|
|004||Compare and describe the impact of past traditions and contexts upon contemporary theatrical practices.||C|
|005||Interpret and explain a broad range of influential texts and their contexts.||C|
|006||Apply critical thought and understanding to key historical, political, social, and ethical developments in theatre.||P|
|007||Apply knowledge of a range of professional and/or pedagogic practices.||P|
|008||Apply key theories of performance, theatrical reception, and critique to own critique of theatrical productions.||P|
|009||Interpret and examine methodologies that compare t measure and assess research data I||T|
|010||Demonstrate an enhanced ability to evaluate and differentiate vocal pedagogies to support the teaching environment||T|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Methods of Teaching / Learning
The learning and teaching strategy is designed to:
- Enable the learner to access core concepts studied and apply these to selected practical contexts, including online modes to delivery.
- Actively engage learners with pedagogy and facilitation of training across multiple contexts through critical analysis and evaluation.
The Learning and teaching methods include:
- Online seminars and practical classes
- Teaching observations.
- Study based on module content and associated activities via the virtual learning environment.
- Independent study based on module reading lists and further independent enquiry.
- Foster a holistic and inclusive approach to curriculum design, connecting the social, environmental, and digital dimensions of learning and teaching.
- Through peer-to-peer observations guided discussions, support networks, students demonstrate self-reflection, resilience and resourcefulness.
Indicated Lecture Hours (which may also include seminars, tutorials, workshops and other contact time) are approximate and may include in-class tests where one or more of these are an assessment on the module. In-class tests are scheduled/organised separately to taught content and will be published on to student personal timetables, where they apply to taken modules, as soon as they are finalised by central administration. This will usually be after the initial publication of the teaching timetable for the relevant semester.
Upon accessing the reading list, please search for the module using the module code: POVM018
GSA delivers its provision across three teaching blocks, within the University of Surrey’s existing semester structure.
Employability - the key focus of this module is to equip learners with an extensive theoretical and practical understanding of key teaching and learning techniques. This understanding in addition to engagement with teaching observations, individual research, critical self-reflection and guided discussion with peers and tutors through seminars and classes, will provide learners with a sophisticated toolkit of transferable skills in preparation for employment in a variety of training and teaching contexts.
Digital Capabilities - students will navigate delivery of research through the medium of power point presentations, data collection, and digital resources, that will be presented as a case study. This will inform ongoing research and develop, evaluate, and disseminate new research for prospective conferences.
Sustainability - students will build a fundamental knowledge of sustainability, corporate responsibility, encouraging collaboration with the community by reflecting their role as vocal coach through promoting positive working ethics: kindness, support, understanding, listening and integrity.
Resourcefulness and Resilience - students will engage with coping strategies designed to support them in the workplace. Guiding them through the emotional and physical challenges that voice work can bring to both client and teacher, further developing the students as resourceful and resilient learners.
Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2024/5 academic year.