ESTA Postgraduate certificate – Percussion
About the course
This course gives you the opportunity to take a look at your own teaching technique and specific strategies and techniques you use, in addition to standing back and developing a broader perspective on teaching and learning and music education in general.
We offer a well structured programme with mentors who are all highly experienced teachers, and a blend of face-to-face and online learning that results in a level 7 qualification from a well regarded higher education institution. Being a student on this course is all about developing as a reflective practitioner; someone who is willing to stand back and look at what they are doing, and contemplate changing aspects if they need to. The awarded PG Cert is a unique qualification for the teaching profession.
You will be assigned a mentor from the ESTA mentor panel. Your mentor’s job is to guide you through the course, lead study sessions and assess the work you submit. Your studies, be they online through webinars, one-to-one meetings with your mentor or course leader, discussion groups, reading, making a video, or reflecting on practice, will focus on every aspect of your teaching with particular relevance to the context in which you work. This work will help you to question things you may have taken for granted, explore work with and without notation and develop a holistic approach to your teaching.
Your course leader will provide an overview of the whole course, lead study sessions, and also make assessments of all students’ work to ensure fairness. In order to gain the maximum benefit from your investment in this programme of study you should plan your diary carefully to make sure you have all the deadlines for completion and submission of work highlighted.
Who is it for?
The ESTA PG Cert is designed for teachers who want to enhance their approach to teaching through a programme of study that is both academic and practical.
Successful completion represents one third of a Master’s degree.
- Develop practical skills in teaching musical and technical material, fostering an engaging and student-appropriate approach to music learning and performance
- Foster an investigative and inquisitive approach to teaching by developing skills in both research and reflection
- Actively develop communication skills to enable effective teaching
Develop skills in curriculum planning that are highly relevant in the profession.
Who teaches the course
A Musician, Educator, Author, Composer, Ethnomusicologist and Teacher Trainer. He has over thirty-five years’ experience as a professional Musician and Educationalist.
As a Drummer and Percussionist Andy has played with some of the leading Recording Artists and Orchestras in the world for Film, Television, and Recording Sessions as well as many West End Shows. As an Ethnomusicologist, Andy has travelled widely around the world especially in Africa, South America, South East Asia and India playing and learning about music of other cultures and regularly lectures on the Music of Diverse Cultures.
Andy Gleadhill is internationally acknowledged as a leading authority on teaching World Music. Andy has had many papers and articles published on World Music and Music Education topics and his books have been published on African Drumming, African Drumming Book Two, Indonesian Gamelan, Brazilian Samba, the Music of India, Caribbean Steel Pans, Composing with World Music, Classroom Percussion and Percussion Buddies. He wrote the chapter on Music for the recently published academic book “Popular Culture, Pedagogy and Teacher Education in Education” (Routledge 2014). Andy has worked at every level of music education from Early Years settings to Post Graduate teaching at Conservatoires and Universities around the world. For over ten years he has been, and remains, a visiting lecturer in Ethnomusicology at Bath Spa University where he teaches on the specialist secondary music PGCE course.
Andy was for many years the head of Bristol Arts and Music Service and the director of the Bristol Centre for Music and the Arts which he built into a leading music support service and where he pioneered the introduction of world music styles for class instrumental teaching, setting new standards in accessibility and inclusiveness. He went on to establish and become the first head of the Music Education Hub “Bristol Plays Music”. Andy has also served on the Music Hub Advisory Group for Arts Council England. He is a member of the Royal Society of Musicians and serves on the Executive Committee of the British Musicians’ Union. Andy has recently delivered workshops and lectures to the annual conferences of the Music Masters and Mistresses Association, the National Association of Music Educators, the Federation of Music Services, Music Mark, Music Learning Live, the Schools Music Association (ISM), the International conference on Innovation and Creativity in the Hands of the Young (Iceland), the International Conference on Arts and Humanities (Hawaii, USA), the Second International Conference on Popular Culture in Education (Hong Kong), the Schools Music Association (Incorporated Society of Musicians, U.K.), the Scottish Association of Music Educators (SAME) and Music Learning Live Asia (Singapore). Andy also works as a consultant to the Ministry of Education in Singapore, the Government of Malaysia and the Ministry of Defence Service Children’s Education (UK). He is active as a composer having had his music recorded and published as well as broadcast by the BBC. Andy has also worked as an examiner for the Guildhall school of Music and Drama and Trinity College London, has co-authored the Trinity/Guildhall Drum Kit examination syllabus and has been retained as a consultant to the ABRSM. He is currently a consultant to RSL Awards (Rockschool).
Andy now balances his work as a professional musician and Education consultant with delivering World Music Workshops, Training and Professional Development to Schools, Colleges, Universities and both music and generalist teachers around the world through his unique intensive training and bespoke mentoring schemes.
Course content by unit
Teaching percussion instrument technique to children and young people learning percussion instruments
- Posture/Playing positions
- Balance between hands
- Encouraging the tone from percussion instruments
- Mallet technique
- Warm up exercises
- Orchestral Percussion
- Tuned Percussion
- Drum Kit
- World Percussion
- Studio technique
- Working as a section member/Playing as part of an ensemble
- Care and maintenance of instruments
How children and young people learn to play percussion 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
Teaching strategies for percussion 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
- Teaching whole classes/small groups/individuals
- Proactive and reactive teaching
Developing a percussion 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 Percussion playing
- Alexander Technique
In Unit 1, students work towards presenting a short, live presentation focused on a specific aspect of playing technique and a video recording of the opening ten minutes of a first lesson, introducing a student to the instrument.
For Unit 2, students submit an abstract of their written work and receive comments from their mentor before their final 3,500 essay is submitted.
In preparation for the final assessment in Unit 3, students analyse the content of a lesson and provide a brief written discussion of their findings. This leads on to a case study of their own (recorded) teaching. Students reflect in writing and specifically consider the impact on learning, contextualising and supporting, with references to relevant teaching literature.
For Unit 4, students first critique the published schemes of work or tutor methods of others, before constructing their own one year curriculum appropriate to a specific category of learner which includes a scheme of work/short term plan and an example of a detailed lesson plan.
Grades, rather than percentages, are given for assessed work. Students receive detailed written, video, or verbal feedback for all assessed work.
The course is timetabled over a period of one calendar year with the next intake beginning in August 2024.
There are four 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 Dean Close School, Cheltenham, UK. The course is delivered in English.
*Travel costs from the student’s location to Cheltenham are not included in the course fee
- £3,950.00 UK Residents
- £5,950.00 Overseas Resident
£3,695.00 for members of the following UK organisations
- ISM members (UK residents only)
*Fees include full board and accommodation at the ESTA Summer School.
** Travel costs from the student’s location to Cheltenham are not included in the course fee.
*** The summer school is a mandatory element of the course.
What you need
Students will need online access (at home) before, during and immediately following participation on the course. They will also need the facility to make simple audio and video recordings throughout the course (most smartphones and laptops will have this facility). These will be needed for:
- Webinars: These will be prepared and delivered by the course leader, members of the mentor panel and invited guest presenters. Webinars will take the form of pre-recorded video presentations with accompanying audio-visual and reading material, each coupled with setting of follow-up work for students.
- Videos of teaching: Students are required to submit up to 4 videos of themselves teaching. It is the student’s responsibility to obtain written permission from: the student they are teaching; the student they are teaching’s parent/carer or responsible adult, and the school or institution, where appropriate.
- Follow-up work may include student discussion online (synchronous or asynchronous) or completion of questionnaires or submission of brief written statements.
Online classes take as much time as regular on-campus classes. You need to set aside sufficient time for study. Plan to spend at least as much time working on the assignments and studying as you would with a traditional course. We recommend that you need to set aside 12-15 hours for study per week in order to get the maximum benefit from the ESTA PG Cert course.
- Students enrolled on the ESTA PG Certificate course are expected to attend and participate fully in all study sessions set out in the course documentation and Handbook.
- We understand that musicians are often reluctant to turn down playing opportunities but it is unacceptable to use last minute playing engagements as an excuse to miss study sessions.
- Please refer to the course website for details about computer literacy, levels of engagement and our student code of conduct. The course is delivered in the English language.
- Applicants must hold a degree (which does not have to be in musical studies) that was taught or researched in English and is equivalent to a UK bachelor’s degree or above, or be able to demonstrate performance skills at licentiate diploma level (level 6) in music on the instrument they plan to study, alongside teaching experience.
- Alternatively, they may hold an appropriate English language qualification that must be acceptable to the University of Chichester.
- Applicants are expected to be proficient as musicians, demonstrating a performance level of a minimum standard equivalent to Grade 8 ABRSM or Trinity College London.
- All applicants must have access to an online working environment. Skype will be used for mentor/student interaction on the course.
- All applicants will be interviewed face-to-face in their own country or via Skype.
University of Chichester In-House Test. The University of Chichester also offers a FREE TESTING service to students applying to Chichester. The test is an IELTS equivalent, and is for students who are already in the UK or who are applying through one of our authorised agents in country.