ESTA MA Music – Plucked Strings
About the course
The ESTA Education MA in Practical Teaching (Level 7) is a postgraduate degree for instrumental and vocal teachers who wish to take their professional practice to the highest level. Validated by the University of Chichester, the MA builds on the ESTA PG Cert and provides a pathway for advanced reflective and research-based development.
This flexible master’s degree enables teachers to explore the deeper principles of pedagogy, curriculum design, and musicianship in a supportive online environment with one-to-one mentoring, webinars, and collaborative discussions. A short, intensive residential study week allows students to engage directly with peers, mentors, and faculty in a practical and inspiring setting.
Why choose this course?
This programme is designed for teachers seeking to:
- Gain a master’s-level qualification that formally recognises their expertise.
- Deepen their understanding of how musicians learn and perform.
- Enhance their ability to plan, evaluate, and research teaching practice.
- Join a thriving community of professional teachers and mentors across the ESTA network.
- Create a tangible link between personal musicianship, scholarship, and teaching practice.
The MA provides an ideal next step for graduates of the ESTA PG Cert, or for any experienced teacher seeking structured, academic professional development within a flexible, supportive framework.
Who teaches the course
Head of Department – Plucked strings
Helen Sanderson
British guitarist, Helen Sanderson, studied guitar at the Royal College of Music with Charles Ramirez, and accompaniment with John Blakely, graduating with prizes including the Anthony Saltmarsh Prize and the Madeline Walton Prize for Guitar.
Her performing career reflects her passion for chamber music in partnerships with eminent counter-tenor James Bowman, tenor Mark Wilde and in guitar duo with Zoran Dukic. She was a founding member of the VIDA Guitar Quartet and her performances have included recitals at the Southbank Centre, Kings Place, St Georges-Bristol, and the Sage Gateshead. In 2010 Helen made her US debuts in Los Angeles and New York, and has subsequently toured extensively throughout USA and Europe.
In parallel to her role as Head of Guitar Performance at the Royal Welsh College of Music and Drama, Helen is an entrepreneurial educator, committed to nurturing young guitarists throughout the UK. In 2006 she founded the music education charity, Guitar Circus, and Helen’s wider work in guitar education was recognised in 2017 with the award of a Churchill Fellowship following her research in the USA of whole-class guitar programmes.
Helen is a sought-after masterclass artist, adjudicator and international jury member for competitions such as BBC Young Musician of the Year, the Guitar Foundation of America International Concert Artist, the Ida Presti competition and the Sky Arts series, ‘Guitar Star’. She is Artistic Director for the National Youth Guitar Ensemble UK and directs the London Camerata and Fellowship ensembles. Helen’s compositions and arrangements regularly feature in the ABRSM and Trinity College and syllabi and she is a D’Addario Classical Artist.
Course structure
This part-time course is timetabled over a period of two calendar years with the next intake beginning in August 2026.
There are 7 units of study which must all be completed in chronological order. A further three additional units focus on: safeguarding children and young people in music education; equality, diversity, and inclusion in music education, and promoting children and young people’s positive behaviour.
The course is delivered online plus 4 days summer residential study at University of Chichester, UK. The course is delivered in English.
- Travel costs from the student’s location to Chichester are not included in the course fee
Course content by unit
| PG Cert |
ESTAPG01: 15 Credits |
ESTAPG02:
15 Credits |
ESTAPG03:
15 Credits |
ESTAPG04:
15 Credits |
| Teaching strategies | Learning to play | Developing effective curricula | Teaching effective technique | |
| PG DIP | ESTAPG05: 30 Credits | ESTAPG06: 30 Credits | ||
| Teaching Individuals | Creative Repertoire | |||
| MA | ESTAPG07 DISSERTATION: 60 Credits | |||
| Teacher and Student Learning Process | ||||
Unit 1: Teaching plucked stringed instruments technique to children and young people learning plucked stringed instruments
- Posture (tendon/muscle tension, points of contact, guitar support)
- Principles of right and left hand position
- Tone production (apoyando, tirando)
- Right hand technique (chord playing – arpeggiated, simultaneous, planting)
- Left hand technique (pivoting, barre, shifting, vibrato, slurs)
- Hand co-ordination
- Finger independence
- Fingernail shaping/care/repair
- Phrasing, voicing, musical awareness
- Fingering technique (technical, musical)
- Articulation (legato, staccato, damping)
- Ambidextral weight control
- Stretching, elasticity, dexterity
- Extended techniques (pizzicato, harmonics, tremolo, rasgueado, tambora)
Unit 2: How children and young people learn to play plucked stringed instruments
- How learners learn
- Simultaneous Learning
- Learning spiral
- My learners now
- Understanding, assimilating and consolidating skills, knowledge and understanding
- Learning music musically
- Developing aural awareness/perception and acuity
- Pupil/teacher relationships
- Learning scales and studies
- Starting a lesson
Unit 3: Teaching strategies for plucked stringed instrument teachers working with children and young people
- Understanding my teaching now
- Preparation for teaching
- Expectation of teaching outcomes
- Diagnosis of learners’ needs
- Audio-Visual-Kinaesthetic learning
- Aptitude for learning
- Motivation for learning
- Simultaneous learning
- Assessment
- Exams/Festivals/Competitions
- Tutors/methods
- Teaching whole classes/small groups/individuals
- Proactive and reactive teaching
Unit 4: Developing a plucked stringed instruments teaching curriculum for children and young people
- Understanding what is meant by a curriculum and a syllabus
- Preparing and implementing schemes of work
- Short/medium and long term planning
- Personalising learning
- Becoming a reflective practitioner
- Communicating as a musician
- Playing and performing
- Chamber music
- Special needs
- School and styles and playing
- Alexander Technique
Unit 5: Teaching Individuals
This module covers a solid base of teaching and learning theory and introduces students to core concepts in psychology having to do with learners as individuals, self-belief, motivation, and thinking processes. The structure of a private music lesson and methods for engaging learners as creative individuals are presented. Students explore various traditional and innovative music teaching methods and consider how these can be adapted for a range of learners.
This module challenges students to focus on the differences present in individual pupils. Students consider their choice of repertoire and how that relates to their critical approach to teaching each individual student. Topics to be covered include:
- Skills in written communication when articulating and planning teaching content
- Collecting and organising musical materials to support targeted strategies for teaching different learners
- Comparative analysis of learners’ progress over time
- Scholarly presentation and referencing
- Experience with private teaching in a variety of settings
Key Skills
- Autonomous learning required for managing complex tasks
- Psychological, imaginative, and intuitive understanding
- Development and sustaining arguments to solve problems
- Use research and extend current teaching methods to broaden understanding
Unit 6: Creative Repertoire
Throughout the semester, students explore various core pieces of technical and performance repertoire for their instrument. The focus is on the learning concepts in these pieces and how to address these concepts by engaging students and incorporating elements of creativity and fun.
Students are assigned pieces of music to examine and identify other pieces as models from within their traditional teaching and performance repertoire. They then create new purpose-designed repertoire for teaching using various structures and styles.
This newly created material can include adapted versions of existing material, use theme and variations, include duet or multi-player parts and /or be interactive repertoire. Students will explore creating repertoire in diverse styles (other than the original) such as using pop, jazz, blues, and classical models.
Key Skills
- Autonomous learning required for managing complex tasks
- Creative problem solving
- Use of research tools in extending knowledge and understanding
- Skills in music arrangement / composition to address musical and technical learning
- Awareness of the needs of individual learners (their pupils)
- Strategies for teaching technical / musical content
Unit 7: Dissertation – Teacher and Student learning process (double module)
This module focuses on a holistic understanding of the learning experience, from both the teacher and the student point of view. The student view is authentic as learners on the MA become first-hand students as they undertake new learning experiences. The fresh look at learning and teaching prepares students to write a considered dissertation that reflects a current knowledge and understanding of aspects of practical teaching in the field.
Semester 1 focuses on the student perspective/experience with the students each receiving weekly lessons (as if they were a beginner/student) with course mentors/professor. These will be recorded.
Semester 2 delves into planning, reacting to, and working with different students. In this semester students will observe the recorded lessons. This will include observing each other being taught as well as lessons with different students (children and adults). The focus is shifted from the student experience to shadowing course mentors/staff in order to observe their teaching methods.
The first semester allows the students to get used to the teacher and make progress on particular repertoire and techniques. This also gives the student time to reflect on their learning processes, before turning to focus from the teacher’s perspective on planning and methods.
It is understood that when joining the course, students agree to be observed by their peers. Written consent is obtained for videos to become part of future course materials.
Learning outcomes
By the end of the MA you will be able to:
- Integrate advanced theoretical, practical, and research knowledge in instrumental/vocal teaching.
- Critically evaluate and innovate within your own teaching practice.
- Conduct independent, ethically informed research in music education.
- Lead and influence professional practice within your teaching community.
- Communicate ideas clearly and persuasively to specialist and non‑specialist audiences.
Teaching and assessment
Learning takes place through a mixture of online study, mentor guidance, and independent research.
You will participate in live seminars, reflective discussions, and applied projects designed around your professional teaching context.
Assessment is entirely coursework‑based and may include written reflections, presentations, practical demonstrations, research proposals, and a final dissertation or major project. There are no written exams.
Progression and careers
The ESTA MA in Practical Teaching opens doors to leadership and advanced teaching opportunities within schools, conservatoires, universities, and the wider music education sector.
Graduates often progress to roles such as senior tutors, heads of department, course leaders, or educational consultants. The degree also provides a strong foundation for doctoral study or further research in music education.
Entry requirements
Applicants should normally hold an undergraduate degree in music or a related field or have professional experience as a teacher or performer.
Completion of the ESTA PG Cert in Practical Teaching (or equivalent) is required for entry to Part 2 of the programme.
Applicants must be actively teaching and able to reflect on their practice within their studies. You will need reliable internet access and equipment for online learning activities.
Course fees
- £9,250 ESTA UK member
- £10,250 UK resident
- £13,250 Overseas Resident
- £9,950 National Youth Guitar Alumni
- £9,950 Guitar Circus Alumni
- £9,950 Registry Of Guitar Tutors (Full Members)
Students who already hold an ESTA PG Cert and are joining the 2nd year of the MA pay the difference between their course original PG Cert fee and the current MA fee
*Fees include full board and accommodation at the ESTA Summer School.
** Travel costs from the student’s location to Chichester are not included in the course fee.
*** The summer school is a mandatory element of the course.
Applications are open for the August 2026 intake. To apply, please complete the online application form.
Applicants will be invited to an informal online interview.