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Our core aim is to present several ways to expand the lens through which we look at instrumental teaching in the twenty-first century. The course argues for a shift of thinking towards unscrutinised common assumptions on what is pedagogically relevant to music teachers in informal avenues of learning. It discusses what constitutes a broad, engaging curriculum and examines assessment procedures in the light of the latest teaching theories and methodologies. Informed by an interdisciplinary approach, it engages with a range of disciplines and fields of enquiry that furnish new models of music education of the profession. Chief amongst these are the advancements in neuroscience, educational psychology, and socio-cultural perspectives. Moreover, the program departs from the traditional ethnocentric approach that resits a re-contextualisation of the pedagogical aims – at times rooted in the habit of hostility amongst methodologies and music traditions. More than ever, we support the importance to develop a global perspective of music education, which incorporates music domains from different cultures in the world and draws from a pluralism of teaching practices.

The course is structured as follows:

Year 1

The objectives of this phase are to:
  • analyse the role and opportunities for music teachers in the wider cultural and professional context.
  • explore the advances in the field of psychology and cognitive neuroscience which inform contemporary music education.
  • examine teaching strategies and approaches that emerge in modern educational debate and thinking.
  • review recognized the main music teaching methodologies and interrogate comparative and ethnomusicological principles.
  • analyse the relationship between the physiology of instrumental playing and health related issues.
  • investigate the business procedures and ethical conducts that surround the professions.
  • detail the educational systems and certification opportunities currently available.

Year 2

The goals of this phase are to:
  • map areas of music literacy and creative studies, while determining how to teach them with particular reference to their relevance towards the music style being taught.
  • address issues related to performance and music expression.
  • illustrate elements and applications of music genre, style and interpretation.
  • examine the development of music instruments (bass/drums/guitar/piano) and their transformation in conjunction with technology and maintenance.
  • discuss the main components and purposes of curriculum design.

Year 3

The scope of this phase is to:
  • understand the study design, writing style and presentation required for the submission of three essays.
  • use reflective skills and underline the characteristics of the reflective practitioners.
  • demonstrate the ability to locate and critically discuss a wide array of relevant bibliographic sources and use these in an appropriate writing style and presentation for the diploma exam at level 6, EQF.
  • write three essays on given topics, showing awareness of the theoretical foundations discussed in phase 1 and phase 2 of the course, and articulate their impact in your teaching development and experiential skills developed during the course.
  • Give a professional demonstration on a topic.
  • Deliver a well-planned teaching demo, showing effective teaching skills and a well-organized lesson plan.

All the above will serve as the foundation for the exam leading to a Level 6 EQF (European Qualification Framework). See next question below for information on the qualification scheme.


The focus of this last phase is on building the writing, research, and analytical skills developed in phase 3. This phase leads towards a substantially more independent study enterprise, which will impact the participant ability to find and develop specialized knowledge, enhancing one own teacher-researcher persona.
Therefore, in this phase you will critically understand the principles and aims of the research process, as well as the operational and analysis procedures required to conduct an investigation aimed at producing a research-based dissertation to be submitted to an international educational body at Level 7, EQF.

What qualification will I receive after completing the MMTP?
Participants who successfully complete the MMTP will have received all the necessary information and developed the skills that will enable them to take an exam towards a specialist diploma in teaching. Diplomas are available in electric/classical/acoustic guitar, electric/acoustic bass, drum kit/percussions, and piano/keyboards/organ; and are mapped in the European qualification system (EQF) at Level 5, 6 and 7. Holding a formal teaching Diploma provides confidence that one’s professional profile is enhanced with a qualification of International prestige, derived from a highly respected music institution. The diplomas are administered by London College of Music Examinations (LCME) and are validated by the University of West London (UoWL).

How do I learn more about the MMTP?
For further information, download MMTP Course Outline available on www.mmtprogram.com or contact the MMTP team – details on the website.

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