Available in United KingdomHong Kong

Certificate of Teaching (CT ABRSM)

Prospectus from 2007

2007

A professional development course for instrumental and vocal teachers

Front cover: Duncan Stafford, CT ABRSM student (1998–9) and now CT ABRSM mentorLorraine Liyanage, CT ABRSM (2005–6)Louise Ellen Dangel, CT ABRSM (2005–6)Gregory Maskalick, CT ABRSM (1998–9)

The Associated Board of the Royal Schools of Music

The Associated Board was established for the benefit of music education byfour Royal Schools of Music in the United Kingdom

● Royal Academy of Music, London

● Royal College of Music, London

● Royal Northern College of Music, Manchester

● Royal Scottish Academy of Music and Drama, Glasgow

The Associated Board’s core activity is to provide an internationally recognizedsystem of music exams and assessments that encourage and motivate playersand singers at all levels through the provision of goals and the measurement of progress.

As the world leader in its field, the Associated Board currently conducts over620,000 music exams each year in more than 95 countries and is in regularcontact with over 100,000 music teachers around the world.

ABRSM Publishing is one of the UK’s leading music publishers, whosepublications support the exams, provide additional repertoire and contribute to music education.

The Associated Board offers a rich and varied programme of professionaldevelopment to music teachers around the world. Support is given through theAn Introduction to Instrumental and Vocal Teaching workshop for those whoare considering teaching as a career, as well as the Teaching Music Effectivelyand the Certificate of Teaching (CT ABRSM) course, for practising musicteachers.

There is also a variety of short courses and one-day workshops, covering arange of teaching issues and subjects such as jazz, group teaching andimprovisation.

For more copies of this prospectus, or the Guide to Professional Developmentthat outlines the Associated Board’s professional development activities,contact us on:

telephone +44 20 7467 8257email profdev@abrsm.ac.uk

www.abrsm.org

Welcome...

…

Throughout the world music teachers share a need to get together to discussand refresh their teaching skills. The CT ABRSM course, launched in 1995,provides the framework for such gatherings, as well as a broad programme ofstudy, supported by an outstanding team of Course Leaders and mentors. Thecourse will enable you to build up a wide range of teaching strategies so thatyou can maintain the momentum of learning for your pupils at each stage intheir development as musicians.

From its inception the course has been designed to fit around the continuingprofessional development needs of its students. An alternative Fast Trackversion is available in the UK for those who favour a shorter, more concentratedperiod of study.

Whatever your preference, on successful completion you will acquire ateaching qualification which is recognised internationally for both its breadthand quality.

I warmly encourage you to join in!

Richard Morris Chief Executive

Foreword

Successful students from the 2005–6 CT ABRSM course after their Award Ceremony at the Royal College of Music, London, July 2006

Contents

4 Why professional development?

Richard Crozier Director of Development

5 Introduction

Instrumental teaching nowWhat does the CT ABRSM course offer?Who is the CT ABRSM course for?How is the CT ABRSM course taught?Course materialsPortfolio of workHow is the course assessed?What happens at the end of the course?

8 Course contents

Topics explored during general sessionsTopics explored during subject-specific sessionsExamples of subject-specific course sessions

10 Course work

Lesson observationsWritten assignmentsProjectsDiary of teachingPersonal profile

12 CT ABRSM One Year Part-Time courseUnited Kingdom

13 CT ABRSM Fast Track Residential courseUnited Kingdom

14 CT ABRSM One Year Part-Time courseHong Kong

16 General conditions

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Perhaps one of the most difficult things about being a teacher is rememberingto be a learner as well. It is very easy for teaching to become a mechanicalroutine with lessons always following the same pattern. This sort of teachingmay produce acceptable exam results from your students but is unlikely toenable them to become musically independent, which is the real goal ofeffective teaching.

Playing an instrument successfully involves the development of a range ofskills, including music-reading, aural perception, manual dexterity, hand-eyecoordination and an understanding of the music itself – the composer, theinstrument, the period or style. Learning to play an instrument is the process ofacquiring these skills and the necessary knowledge and understanding toshape an expressive and communicative performance.

Human beings are creatures of habit. We acquire and develop patterns ofbehaviour to enable us to live our lives at a slightly reduced level ofconsciousness! For example, we get up each morning, wash and dress and goto work without having to think too hard about all of our actions – wefunction on auto-pilot. That mode is ideal for repetitive tasks and we haveeven adapted it to deal with some very sophisticated tasks as well. Take, forinstance, driving the car. We often talk to passengers, listen to the radio, lookat the view and take in traffic information simultaneously.

Teaching should be different. Here we need not only to communicateinformation to learners but also to help them assimilate and consolidate thisnew information and transform it into their own knowledge andunderstanding. Teachers need to be sensitive to the needs of learners and thismeans that teachers need to continue being learners themselves.

The CT ABRSM course is an ideal way for instrumental and singing teachers torefresh their thinking about teaching. The course provides an opportunity to bechallenged and stimulated, to be coaxed and provoked. It is a tonic forteachers in the 21st century.

Richard Crozier Director of Development

Why professional development?

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Katy Brereton and Denise Pandya, CT ABRSM 2005–6 at the CT Fast Track course in Kenilworth, Warwickshire

5

Instrumental teaching now

Instrumental and vocal teaching has a vital rôle to play in music educationtoday and the teachers who work in this field are an invaluable part of themusic education profession. Working within an ever-changing environmentwith new developments and initiatives on local, national and internationallevels, it is increasingly important for teachers to keep abreast of the latestthinking and to refresh and enrich their professional skills and knowledge.Instrumental and singing teachers often manage busy, demanding scheduleswith little opportunity to meet colleagues; they can miss out on thenetworking, training and stimulation found in other professions. As a result,more and more teachers are recognising that some form of structuredprofessional development is essential.

What does the CT ABRSM course offer?

The CT ABRSM course provides a flexible professional development route thathelps teachers to realise their full potential and refreshes their approach toteaching.

The course offers teachers an opportunity to● develop and enhance their professional knowledge, skills and understanding● reflect on and think critically about their teaching● explore the many issues surrounding teaching and learning● make their teaching more effective and enjoyable (for teacher and pupil)

The CT ABRSM course focuses on the realities of instrumental and vocalteaching in the 21st century. It is not a ‘how to teach’ course and does notendorse or promote any one method of teaching. Students explore the wholespectrum of music education in theory and in practice and, whilst performanceis not a specific part of the course, there is a strong practical element to the CT ABRSM course.

The CT ABRSM course positively encourages new thinking and a holisticapproach to music education within which teachers can develop their ownpersonal teaching strategies. The course also gives students an opportunity tomake contact with other educators and to share experiences and ideas.Students complete the course having made a valuable network of contacts.

Who is the CT ABRSM course for?

The CT ABRSM course is designed for all teachers working in the field ofinstrumental and vocal education. The course is run on an open access basisand a wide range of teachers in terms of age, teaching experience andperforming ability can take advantage of its many benefits. All students on thecourse are practising instrumental or vocal teachers. Experienced teachers learnalongside those new to the profession; some are highly qualified whilst othershave few formal musical qualifications.

Teachers may choose from the CT ABRSM One Year Part-Time course or the CT ABRSM Fast Track Residential course.

Introduction

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How is the CT ABRSM course taught?

The CT ABRSM course is part-time and is held at regional centres around theUK, and in Hong Kong. There are two options for completion of the course:over one year (CT ABRSM One Year Part-Time course) or over six months (CTABRSM Fast Track Residential course – available only in the UK). In terms ofcontent, the two courses are identical. However, on the CT ABRSM Fast TrackResidential course, full-board accommodation, in comfortable surroundings, isprovided for the ten full days of study at the regional study centre. This allowsstudents the opportunity to focus exclusively on their studies.

Course Leaders

Each regional centre has a Course Leader who, in addition to leading a numberof group study sessions, looks after the academic and pastoral welfare ofstudents. Course Leaders in all centres are experienced music educators fromaround the UK who combine expertise as instrumentalists or singers with abroad view of music education.

Mentors

At the beginning of the course each student is allocated an individual mentorwho shares the student’s subject specialism. Mentors guide students throughtheir year of study and take an active rôle in the lesson observations.

The mentor panel has 150 members. A number are orchestral players, somealso serve on the panel of Associated Board examiners, some work for LocalAuthority Music Services, and some teach at one of the Royal Schools ofMusic. All mentors are experienced teachers who understand the issues facingmusic teachers today, and draw on their knowledge and expertise to offer thebest support and advice to students.

During the first few days, students meet their Course Leader, individual mentorand fellow students. Students then focus on a series of seminars introducing therange of topics to be developed throughout the course. Students also reflect ontheir current teaching practice and assess their own professional developmentneeds. Students then take part in one-to-one discussions with their mentors toagree individual programmes of work and to set objectives.

For more information about the course structure of the CT ABRSM One YearPart-Time course in the United Kingdom and Hong Kong, and the CT ABRSMFast Track Residential course in the United Kingdom, please refer to thecountry specific pages on pages 12–14.

Course materials

Students are provided with a comprehensive course handbook which includes● full details of study sessions● written resources on music teaching and education● reading lists

I can now approach my teaching with a greater ease and an air of confidence that I have gainedfrom this very valuable and worthwhile course.

Martin Andrew CT ABRSM One Year Part-Time course (UK) 2003–04

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Portfolio of work

A student’s final assessment is based on a portfolio of work submitted at theend of the course. The portfolio includes

student work and mentor notes on● lesson observations● written assignments● projects

student work on● personal profile● diary of teaching

How is the course assessed?

Work is assessed throughout the course by Course Leaders and mentors.Students are also required to take an active part in the assessment processthrough self-reflection and evaluation of their own work.

What happens at the end of the course?

Teachers who complete the CT ABRSM course successfully are● refreshed and invigorated in their approach to teaching and learning● confident in their ability to handle teaching and learning challenges● able to reflect in a constructive way on their own teaching● aware of trends and developments in music education

The Certificate of Teaching

Successful students are awarded the Certificate of Teaching of The AssociatedBoard of the Royal Schools of Music and can use the letters CT ABRSM aftertheir name. The letters CT ABRSM are a clear signal to prospective pupils,parents and employers of a teacher’s capability, skills and dedication to theirchosen profession.

CT ABRSM holders are exempt from parts of the DipABRSM (Principles ofInstrumental/Vocal Teaching) Diploma.

The CT ABRSM is recognised by the Open University in the UK. Holders of theCT ABRSM may claim 35 points at Level 2 towards the requirements of theOpen University Bachelor’s degree.

CT ABRSM holders receive a copy of the Professional Development News eachterm, and have the opportunity to attend further certificated one-dayprofessional development courses.

I feel proud of my achievements. I have learnt professionally, and personally, more than I could ever have imagined.

Maureen Mather CT ABRSM Fast Track Residential course 2005

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Study days at regional centres include general group sessions and subject specific sessions.

Course contents

Topics explored during general sessionsinclude

● My teaching now● Understanding emotions in education● Teaching music through an instrument● Improvisation● Composition● Aural teaching● Learning styles● Teaching strategies● Kindermusik● Kodály● Establishing technique● Constructing a curriculum● Teaching the pupil and teaching the instrument● Music in schools● The National Curriculum (UK only)● Tension in performance● Using notation and sight-reading● Special educational needs● Music technology● Preparation for performance● Relationships: teacher, parent, pupil● Teaching adults● Teaching young children

Topics explored during subject-specificsessions include

● Repertoire● Technique● Curriculum● Lesson planning● Sight-reading, scales and aural training● Motivation and aptitude for learning● Musicianship● Performance● Exam preparation

The practical suggestions from my groupdiscussions have already proved useful, and,more importantly, they stimulate me toacknowledge and accept my own experiencesand ideas, and then go on to find new ideasmyself. I have come to trust my own judgement more.

Cath James CT ABRSM One Year Part-Timecourse (UK) 2003–04

Verity Sprott, Rita O'Neill and Francesca Littmann after receiving their certificates at the CT ABRSM 2005-6 Award Ceremony

9

Examples of subject-specific course sessions

PianoTechnique: laying the foundations● good posture at the keyboard● building on natural co-ordination● relaxation● good hand/finger position● correcting common faultsTechnique: tone production● developing tone quality and colour● developing cantabile● achieving variety of touch● controlling dynamic levels● appropriate tone quality and colour for different styles● finer subtleties of pedalling/pedalling for special effect

StringsInstrumental basics● knowledge of basic muscle use and control● formation and control of the bow hold● formation and control of the instrument hold● common faults and their correctionStudies and bowing techniques● repertoire dealing with specific areas of technique● when to teach different bowing techniques● slurred and legato bowing● string crossing and legato bowings● string crossing and double stops● détaché, portato, spiccato, martelé, sautillé bowings

BrassEmbouchure● knowledge and understanding of appropriate

musculature● correct formation and control of the embouchure● position and function of the jaw● position of the mouthpiece on the lipsEnsemble playing● teacher as conductor, director, enabler● repertoire: duets, trios, quartets, ensembles● performance opportunities

GuitarTechnique: laying the foundations● what is a good technique?● good posture and the beginner● points of tension and how to eliminate them● establishing basic technique● the right hand● the left hand

Tone production● establishing a working definition of good tone● tone and the beginner● variety of tone● interpretation and the beginner

PercussionGeneric percussive skills● teaching pulse/learning pulse● teaching rhythm/learning rhythm● teaching without instruments● voice phonetics, body movement, counting and singingComposition● composing and arranging for percussion● in search of repertoire● teacher as composer● pupil as composer

SingingThe voice as an instrument● placing and resonance● formation of vowels and their modification● projection● legato and staccato● scales, arpeggios and glissandi● extending range, strength and flexibilityVoice classification● different classes of voice● repertoire and rôles● when and what to transpose● pupil preconceptions and social pressures

WoodwindBreathing● location and use of the intercostal, diaphragmatic

and abdominal musculature● controlled inhalation and exhalation● exercises to develop the breathing muscles● support – what does it mean?Finger technique● finger position and movement● major aspects of fluent finger technique● exercises to develop finger independence and agility● improving control of the little fingers● alternative fingerings and their effect on tone

and intonation

10

Throughout the course, students work on● lesson observations● three written assignments● two projects● a diary of teaching● a personal profile

Course work contributes towards the portfolio of workand the final assessment.

Lesson observations

Lesson observations are a fundamental part of the CT ABRSM course. Throughout the course, mentorsobserve students teaching at their workplace – be that at home, school or teaching studio. Each session lastsabout an hour and involves the mentor either observingthe lesson on video or live. The observation is followed bya discussion between mentor and student. During a livelesson observation all discussion takes place after thelesson has finished. Lesson observations should cover arange of teaching situations, including teaching individualsand groups, of different abilities and ages.

The evaluation part of the lesson observation involves thementor and student making written statements about thelesson. The broad headings ‘preparation’ and ‘reflection’are used to identify the two essential aspects involved inobservation of teaching: preparation before the lesson and reflection afterwards.

Within these broad headings the evaluation looks at● the teacher’s skills and subject command● lesson planning● challenges and demands set for pupils● expectations of pupils● matching teaching style and materials to pupils● rapport and relationship with pupils● pacing of the lesson● assessment to support the pupil’s learning● pupil self-evaluation● homework

Written assignments

During the course students complete three writtenassignments, each one of between 1,000 and 2,000words. For students on the CT ABRSM Fast TrackResidential course, written assignments must be submitted to mentors in advance of each Study Session.

Written assignment 1

An exploration of your personal experience of teachingand learning in music.

Written assignments 2 and 3

Topics are chosen by the student, in discussion with theirmentor, from the following suggested areas of study● case study focusing on a specific aspect of

teaching or learning● comparison of teaching strategies● constructing a curriculum● developing aural and listening skills● developing practice strategies● the first lesson● group teaching● instrumental/vocal teaching within the

National Curriculum (UK only)● motivating pupils● parental rôles● preparation for performance● teaching adult learners● teaching young learners● teaching composition● teaching sight-reading● teaching improvisation● teaching pupils with special education needs

Guidelines for essay writing are provided and are discussed during the course.

A comprehensive reading list is provided in the course handbook.

Course work

11

Projects

Students undertake two projects based on personal andpractical teaching experiences.

Project 1

A critique developed from peer assessment and mentorcomments centred on a video of the student’s teaching.

Project 2

A piece of action research to be chosen by the student indiscussion with their mentor and Course Leader. Thestudent’s proposal for their second project forms part ofthe final portfolio of assessed work.

Students may propose a topic of their own choice, subjectto approval from their mentor and Course Leader, or maychoose from the following suggestions● a case study of a pupil or group of pupils focusing

on a specific aspect of teaching or learning● teaching pupils with special education needs● developing aural and listening skills● motivating pupils● group teaching● preparation for performance● teaching sight-reading● teaching improvisation● teaching composition

Diary of teaching

Students keep a diary of teaching during the course. Thediary is private and for personal use, but students areencouraged to share thoughts and processes from theirdiary during discussion sessions. The diary provides anopportunity for reflection on teaching practice andpersonal development, and contributes towards thestudent’s evaluation of the course. Eventually, the diaryforms the basis of the personal profile to be included inthe final portfolio.

Personal profile

Written towards the end of the course, this is an important part of the student’s professional development,reflecting on the learning that has taken place and helping to develop new goals for the future. The personalprofile is based on notes from the diary of teaching andshould cover● where you began, at the start of the course● where you are now● where you hope to go from here

The most important thing that I learnt on the CT ABRSM course was to keep thinking andreflecting on my teaching, as only by doing socan I improve myself continually and be able todeliver enriching lessons to my students.

Liu Yiu Ling CT ABRSM One Year Part-Time

course (Hong Kong) 2003– 04

12

Entry requirements

The CT ABRSM is an open access course and applicants arenot required to hold any qualification to be considered fora place.

To be accepted on to the course applicants must● be resident in the UK ● teach a minimum of five pupils on a regular basis● have a minimum of one year’s teaching experience● be over 21 years old

Course structure

The course includes 12 full days of study at the regionalcentre with the remainder of the course undertaken in thestudent’s own time with preparation, study and thecompletion of course work.

Days 1 – 4 Initial Study SessionDays 5 and 6 Weekend 1Days 7 and 8 Weekend 2Days 9 and 10 Weekend 3Days 11 and 12 Weekend 4

CT ABRSM One Year Part-Time course United Kingdom

Entry information

Full details of application procedures, closing date, regional centres, dates and fees can be found in the entryinformation document enclosed with this prospectus or atwww.abrsm.org.

Next steps

To discuss any aspect of the CT ABRSM One Year Part-Timecourse contact the

Course Co-ordinator

telephone +44 20 7467 8257fax +44 20 7467 8295

email profdev@abrsm.ac.uk

October

November

December

January

February

March

April

May

June

July

Study Sessions

Initial Study Session 4 days

Weekend 12 days

Weekend 22 days

Weekend 32 days

Weekend 42 days

Diary ofteaching

Throughoutcourse

Projects

Project 1

Project 2

Lessonobservations

Observation 1after Initial Study Session

Observation 2

Observation 3

Observation 4

Writtenassignments

Assignment 1after Initial Study Session

Assignment 2

Assignment 3

Complete personal profileSubmit portfolio of work for final assessment

Award Ceremony

13

Entry requirements

The CT ABRSM is an open access course and applicants arenot required to hold any qualification to be considered fora place.

To be accepted on to the course applicants must● be able to attend all sessions on the dates specified

at the UK centre● teach a minimum of five pupils on a regular basis● have a minimum of one year’s teaching experience● be over 21 years old

Course structure

The course includes 10 full days of study at the residentialstudy centre with the remainder of the course undertakenin the student’s own time with preparation, study and thecompletion of course work.

Days 1 – 4 Study Session 1Days 5 – 7 Study Session 2Days 8 – 10 Study Session 3

CT ABRSM Fast Track Residential course United Kingdom

Entry information

Full details of application procedures, closing date,residential centres, dates and fees can be found in theentry information document enclosed with this prospectusor at www.abrsm.org.

Next steps

For more information about any aspect of the CT ABRSMFast Track Residential course contact the

Course Co-ordinator

telephone +44 20 7467 8257fax +44 20 7467 8295

email profdev@abrsm.ac.uk

January

February

March

April

May

June

July

Study Sessions

Study Session 1 4 days

Study Session 23 days

Study Session 33 days

Writtenassignments

Assignment 1Submit in advanceof Study Session 1

Assignment 2Submit in advanceof Study Session 2

Assignment 3Submit in May

Lessonobservations

Prepare video ofone lesson Submit in advanceof Study Session 1

Prepare video ofone lesson Submit in advanceof Study Session 2

Prepare video ofone lesson Submit in advanceof Study Session 3

Projects

Project 1

Project 2

Diary ofteaching

Throughoutcourse

Award Ceremony

14

Entry requirements

To be accepted on to the course, applicants must● be over 21 years old and proficient in English● have a minimum of one year’s teaching experience and

be teaching piano or strings on a regular basis ● have passed an Associated Board Grade 8 practical

exam (proof is required)Applicants will be asked to attend a brief interview whichwill include a test of general musical understanding.

Course structure

The course includes 12 full days of study at the regionalcentre with the remainder of the course undertaken in thestudent’s own time with preparation, study and thecompletion of course work.

Days 1 – 4 Study Session 1Days 5 – 7 Study Session 2Days 8 – 10 Study Session 3Days 11 and 12 Study Session 4

CT ABRSM One Year Part-Time course Hong Kong

June/July

August

September

October

November

December

January

February

March

April

May

Study Sessions

Study Session 1 4 days

Study Session 23 days

Study Session 33 days

Study Session 42 days

Writtenassignments

Assignment 1

Assignment 2

Assignment 3

Lessonobservations

Observation 1

Observation 2

Observation 3

Projects

Project 1

Project 2

Diary ofteaching

Throughoutcourse

Final assessment

Award Ceremony

15

Entry information

Full details of application procedures, closing date, regionalcentres, dates and fees are in the entry information documentenclosed with this prospectus or available from theAssociated Board Administrative Associates in Hong Kong.

Petina Lawtelephone +852 9105 6217

fax +852 2503 0095email gwi1@netvigator.com

Next steps

For more information about any aspect of the CT ABRSMOne Year Part-Time course in Hong Kong, contact our Associated Board Administrative Associates in Hong Kongwho have successfully completed the course themselves.

Dorcas Wongtelephone +852 9038 0408

fax +852 2972 2936email docwhk@netvigator.com

Students at the CT ABRSM (Hong Kong 2005–6) Award Ceremony

Attendance

Students may choose to study at any one of the regional centres. Full attendance is mandatory. Lesson observations by the assigned mentor are also mandatory in order to complete fully the portfolio of work and to be eligible for the award of CT ABRSM.

Students may formally withdraw from the CT ABRSM course by writing to their Course Leader.

Absence/illness

Students cannot normally be excused from the mandatory parts of the course.Serious individual cases will be considered by the Course Leader andsubsequently, if necessary, by the Course Director, whose decision is final.

In cases of difficulty students must inform their Course Leader immediately,with written evidence where appropriate. Wherever practical, students will begiven the opportunity to make good any missed sessions at an alternativelocation or during a subsequent course.

Submission of written work

There is no requirement for students to submit written assignments in anyspecial format. Hand-written work must, however, be legible and whereverpossible, students are urged to submit typed or word-processed documents.

Assignments cannot be re-submitted in order to improve a marking grade thathas been awarded. Guidelines for the completion of written work will beissued and discussed.

Equal opportunities and harassment

The Associated Board seeks to provide teaching and learning environmentsthat are wholly accessible and appropriate for those with special educationalneeds and disabilities.

The Associated Board is committed to ensuring that teaching and learningenvironments are free from intimidation or unlawful discrimination. Studentsand staff are requested to take prompt action to deal with any incidence ofharassment. Formal complaints should be addressed in the first instance to theCourse Leader and subsequently, if necessary, to the Course Director.

General conditions

16

The Associated Board of the Royal Schools of Music24 Portland PlaceLondon W1B 1LUUnited Kingdom

telephone +44 20 7467 8257fax +44 20 7467 8295

email profdev@abrsm.ac.uk

www.abrsm.org

Every effort has been made to ensurethat the information in this prospectusis accurate at the time of printing.However, as advance information, itmay be subject to change.

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