This new undergraduate three-year programme is designed for those who wish to learn more about music, discover how to lead learning in and through music, and develop their own performance skills. The programme will prepare graduates to work across many contexts, from studio or classroom teaching to community music. Sixty days of placement learning is at the heart of the student experience and students will leave ‘profession ready’, able to progress to employment or on to a specialist one-year QTS programme.
Trinity Laban is a pioneering force in music education, with a department that already has four programmes with over seventy students, and that hosts talks and industry-wide conferences in the subject. To study music education at Trinity Laban is to be part of a dynamic community engaged in an exciting and constantly changing professional world. We work closely with local schools, music hubs, arts and voluntary sector organisations, and together with our renowned Learning & Participation Department we offer a wide variety of mentored placements.
I am proud to lead a department with such skilled staff and such diverse, creative and engaged students. These students really make a difference to the institution – they are dynamic, articulate, critically aware, and powerful performers and communicators. They also make a positive difference to the lives of thousands of children and adult learners.
- Tim Palmer Head of Music Education
This three-year programme is based at King Charles Court, Trinity Laban’s historic Faculty of Music in the heart of Maritime Greenwich. The programme is based on three main strands of study, which feature in each year:
- Musical Practices: this strand is designed to support a broad skill set in musical performance, with specialist study on your instrument/voice or in composition, and additional content designed to support an ability to work across multiple genres and settings. The strand includes fifteen hours each year of one-to-one tuition with a member of Trinity Laban’s acclaimed professorial staff, and a weekly performance workshop offering classes in performance skills such as improvisation, Dalcroze Eurythmics, body percussion, West African and samba drumming, Kodaly singing, and choral leadership and songwriting. Also included are second study lessons, band instrument and technology skills, undergraduate choir and CoLab, our established two-week festival of student-led collaborative work.
- Music Pedagogies: this strand covers a broad sweep of educational principles and skills, from seminars in core pedagogy and key concepts in music education to professional practices in many different settings. There are placements in every year, and students will experience at least three different types of employment situation in the first two years, with mentors by their side as they observe and teach. First-year students will plan and undertake an interactive concert in a primary school, and second-year students will run and evaluate a participatory project with a local community group. Third-year students have an extended forty-day placement in a setting of their choice.
- Academic Studies: this strand is equally divided at first between music theory and aural skills training, and foundational musicology, looking at musical meaning in historical and contemporary settings across different places and genres. Third-year students complete a substantial personal project that applies their developed critical thinking skills to a practical or theoretical subject of their choice.
Alongside these three main strands are four other modules, studying music leadership skills, music technology, and two electives that are shared with the BMus programme. Typical elective titles are: Analysis for Performance; Arranging; Collaborative Composition for Performers; Composing for Media; Conducting; Creative Leadership; Critical Popular Music; Digital Musicianship; Essential Performing Practice; Improvisation and Interpretation; Instrumental/Vocal Teaching; Introduction to Music Psychology; Music, Gender and Sexuality; Neglected Repertoires; Opera & Theatre; Traditional Music and Contemporary Folk.
Staff in the Department of Music Education are leaders in their field, with published research and extensive experience of teacher training in the UK and internationally. Most staff also maintain an active music teaching and performing career alongside research. The programme is taught by a diverse mix of academic and performance staff and those primarily working in various music education settings, with a variety of visiting specialists.
Our world-class performance teaching staff play with leading chamber ensembles and orchestras, sing as soloists, and are renowned composers and acclaimed recitalists. This extensive in-house expertise is enhanced by an international cast of visiting artists and mentor ensembles.
Learning takes place through a combination of formal tuition, experiential learning and personal study. Seminar learning blends practical experience with theoretical knowledge, and is reinforced by regular personal reading and our dynamic Virtual Learning Environment. Placement learning is at the heart of the programme and students will observe and be mentored by experienced teaching staff and community musicians.
Musical Practices tuition consists of individual lessons, group tuition, workshops and seminars, with college ensembles accessible by audition. CoLab is an integral element of performance studies and is a ring-fenced period of the academic year where students work together to create and develop creative projects and where artistic risks and innovation are encouraged.
The programme encourages students to develop independent strategies for lifelong learning. Tutors will regularly encourage reflection on learning and students will use an e-portfolio to document and share their progress.
Specific modules/components in the programme may involve study with another student or students in a collaborative way (e.g. with other musicians, dancers or other artists in a working relationship). Collaboration is considered to be at the heart of the education profession and as such, opportunities such as these represent valued learning experiences. This programme assumes 3600 learning and teaching hours, and contact and self-study time is itemised in module descriptions.
Careers and Progression
The programme aims to prepare graduates able to work across many contexts, from studio or classroom teaching to community musician. Typical careers would include:
- Private or employed instrumental or vocal teacher
- Local music hub employee teaching the instrument/voice, running whole class ensemble learning, and conducting ensembles
- Secondary or primary specialist music teacher in an academy, free school or in the private sector
- Community musician
Further training routes would lead into additional professions:
- A one year Secondary or Primary PGCE would lead to Qualified Teacher Status, and the ability to teach in the maintained sector
- Trinity Laban’s MA in Music Education & Performance is recommended for those who want to further enhance their performing and teaching skills
- A Masters in Music Education is available for those seeking a more academic understanding of this complex field of practice
- Further specific training at masters level would lead to a career as a music therapist
Assessment components are designed to demonstrate students’ ability to meet the respective learning outcomes of each module, and to reflect professional requirements where appropriate. There is a wide range of assessment tasks in the programme, including written submissions, presentations, performances and practical teaching assessments. Critical thinking and reflective practice are central characteristics of the ways in which students are required to evidence learning.
Feedback is given through various preparatory tasks for each assessment, and peer-peer learning and feedback is encouraged to ensure that all formal assessment tasks are well understood. In addition, students will receive regular and on-going feedback from staff through seminars, online forums, and one-to-one supervision.
This programme is for students from any music genre background. Where suitable performance teaching staff are not available already, suitably experienced teachers will be recruited. Entrance to the programme is dependent upon selection at audition, which is expected to take place in January/February in the year of the programme start date.
- Fluency on instrument/voice – evidenced by indicative level at audition (as a guide, we look for Grade 8 standard in your chosen principal study instrument). Composition is accepted as a principal study and will be considered by a portfolio submitted in advance, but a performance fluency would still be expected at interview
- Three A-level passes at BBC (equivalent to a minimum of 112 UCAS tariff points), of which one should normally be in music, music technology or the performing arts, or
- BTEC Extended Diploma at levels DMM, or
- BTEC Level 3 Diploma at D*D*
- In addition, applicants would normally have 5 GCSEs (or equivalent level 2 qualification), (including English Language and Maths) at grade C/ level 4 or above
Equivalent international qualifications will be considered alongside NARIC equivalency to the above.
- For applicants for whom English is not their first language, IELTs 6.5 overall is required, although IELTs 6.0 in all 4 areas can be accepted alongside English Language tuition as part of the programme.
Applicants who do not meet the standard entry requirements may be considered via Recognition of Prior Learning (RPL). You would be required to complete an additional form and submit documentary evidence to be considered via this route.
Non UK/EU/EEA students will be required to provide evidence of their eligibility to study in the UK, and this programme is eligible for Tier 4 visas.
In order to be eligible for further training in the UK as a teacher after this programme you will need to meet the Department of Education minimum requirements.
- A short performance on the principal study instrument/voice (composers should upload a portfolio in advance to Embark, but would also be expected to play)
- An interview with the programme leader
- A group practical task: applicants should prepare to teach a short musical activity to the group, who will have only voices and hand percussion available. This could be a song arrangement, a body percussion exercise, a vocalised beat box pattern, a percussion pattern etc. It could also involve movement and improvised sections; each applicant will have four minutes
- International students may audition by uploading recorded materials to Embark followed by a Skype interview, teaching the panel a musical activity
A successful applicant will demonstrate, through their application, audition and interview:
- Fluency of technique on the instrument/voice and high levels of care for musical discourse
- An appropriate grasp of performance practice issues relevant to the repertoire they have performed or an appropriate grasp of stylistic and formal issues relevant to the compositions they have presented in their portfolio
- A capacity for independent, critical and reflective thought
- Intellectual curiosity and strong potential for personal development
- Confidence and clarity in presenting, manipulating and rehearsing musical materials
- An ability to organise ideas and communicate them effectively
Finally, a UK DBS (Disclosure and Barring Service) check will be undertaken during the first term. Any applicant who believes that this may reveal reasons why they should not work in school settings should declare this at application.
How to Apply
Applications to this programme can be made online via UCAS Conservatoires using the programme Code: 312F.
You can find more information about the application process, including the audition day, Erasmus applications, open days and consultation lessons through our How to Apply page.
The application deadline for 2019/2020 entry is: 15 January 2019
Fees and Finance
Fees for this course can be found on our current Music Fees.
It is not possible to confirm fees for future academic years as fee changes are linked to government policy. Fees may increase by up to 5% each year.
Eligible students will be able to apply for a Student Loan but please note this course is not eligible for specific Teaching Training funding (for QTS).
Your reasons to study Music Education at Trinity Laban. #ChooseTL Music Education.
|Start Date||September 2019|
Study in London
One of the great cultural cities of the world
As a Trinity Laban student, you will be able to take advantage of London's incredible cultural life. London is home to more international students than any other city in the world, so wherever you are form you're never alone.