ESTA MA Music – 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 PG Cert
Helen Dromey is Course Leader for the ESTA PG Cert, having been involved with the course since its inception in 2017.
She is Principal Teaching Fellow in Music Performance and Pedagogy at the University of Southampton, supports UK Music Masters teachers through observations and consultancy, and continues to teach the violin and viola herself.
Previously, Helen was Lead Teacher for Strings for West Sussex Music, where she established String Start, a group violin-with-musicianship programme for children aged 4–7, and delivered a series of CPD programmes for instrumental teachers.
Helen is currently completing doctoral research at the University of York, examining pupils’ progression beyond whole-class instrumental learning, and designing new pedagogies to improve engagement. This research draws on Helen’s wealth of experience of teaching the violin and viola in individual, small- and large-group settings, including Whole-Class Ensemble Tuition (WCET).
A qualified primary school teacher, she has also worked as a Music Coordinator, delivering classroom Music across Key Stages 1–2.
Helen graduated from King’s College London in Music and, later, in Historical Musicology, gained her PGCE at the University of Chichester, and attained her LRAM at the Royal Academy of Music.
Head of Department – strings
Sarah is a widely experienced teacher of the violin and general musicianship, working with string players in a range of contexts. Her approach as a teacher is to guide rather than to prescribe learning, encouraging self-discovery through exploration.
At the RNCM she is Senior Tutor of Young Strings, a programme with an integrated approach which aims to engage the whole child in musical learning. The methods of Dalcroze and Kodály are central to the programme’s pedagogy. Pupils move, sing, play, improvise, collaborate, discuss and reflect. This holistic, creative approach to music education underpins Sarah’s teaching in all settings, inspired by her training as a Dalcroze Eurhythmics teacher.
Sarah also enjoys working with advanced musicians and teachers, helping them to develop their teaching, research and reflection skills. She leads CPD in many settings and works regularly with undergraduate and postgraduate students at the RNCM. She was delighted to be invited to join the Mentor panel on the ESTA PG Cert and relishes the opportunities to share practice with teachers from all over the world.
In other roles, Sarah is a mother of two young children, a Child Protection Officer at the RNCM and a student of the Alexander Technique. She hopes to train as an Alexander teacher in the near future, which will add new dimensions to her work with musicians.
Mentors
Course structure
The MA comprises 180 credits at Level 7, typically completed over two academic years part‑time. The programme combines individual research with reflective professional practice, drawing on your current teaching experience.
Each module is supported by online tutorials, webinars, mentor guidance, and peer discussion. The residential week provides a focus for collaborative learning, practical workshops, and musicianship.
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 string instrument technique to children and young people learning string instruments
- Posture
- Position of, and with, the instrument
- Bow
- Musculature
- Making the sound
- Left hand-Right hand
- Vibrato
- Shifting
- Tension and how to avoid it
- Pizzicato
- Warm-ups
- Slurred and legato bowing
- String crossing and legato bowings
- String crossing and double stops
- Bowing: detache, portato; spiccato; martelle; sautille
- Harmonics
- Repairs
Unit 2: How children and young people learn to play string 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 string 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 string instrument 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
- Schools of string playing
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 are 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 members
- £10,250 UK Residents
- £13,250 Overseas Resident
Students who already hold an ESTA PG Cert and are joining the 2nd year of the MA, pay the difference between their original PG Cert course 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.