1. Introduction
Thank you for your interest in the European-American University Bachelor of Music Education (B.Mus.Ed.) in Instrumental Teaching programme. This practitioner undergraduate programme is designed to be completed via distance learning, accommodating the schedule of working music teachers. The programme is outlined below, but individual details may be adjusted by the Mentor and student (subject to University approval) to create a bespoke, flexible yet rigorous route to the degree. The student will work under the guidance of an EAU-appointed Mentor to tailor the programme to their specific teaching context and experience.
2. Entry requirements
Candidates must have completed either:
• a secondary education (high school) qualification and an appropriate music certification or diploma in instrumental teaching/performance (for example, an advanced teaching certificate or performance diploma),
or
• at least five years of full-time (or equivalent part-time) experience as an instrumental music teacher in established and recognized settings.
In addition, candidates should currently hold a position (full-time or part-time) in instrumental teaching – this may include running their own teaching studio – for at least the duration of the practicum component of the programme. They should have some prior experience (ideally a few years) in a similar teaching setting to draw upon. This programme is not suitable for those without significant practical teaching experience or for individuals not presently engaged in instrumental teaching. The student will need to designate a senior colleague to act as on-site mentor during the practicum; this person should be an experienced instrumental teacher (for example, a department head or senior teacher with at least ten years of teaching experience). Additional arrangements or fees for this supervision are the responsibility of the student. Candidates will normally be expected to demonstrate proficiency in the English language, as all coursework and supervision are conducted in English. As with all University programmes, each application is considered on its own merits, and admission decisions remain at the discretion of the University.
3. How the programme works
The student will be assigned a University Mentor who will oversee and support their progress.
• Part 1 – Portfolio of existing professional practice: The student will prepare an Accreditation of Prior Experiential Learning (APEL) portfolio documenting their prior experience in instrumental teaching. This portfolio should provide a detailed, reflective survey of the student’s teaching career to date, highlighting skills developed, methods used, and challenges encountered. It should cover areas such as pedagogical approaches to technique and musicianship, repertoire selection, preparation of students for examinations or performances, and other relevant professional activities. The portfolio must be thoroughly annotated with the student’s commentary on what was learned through those experiences. Supporting evidence – for example, affidavits or letters from employers, clients, or former students, sample lesson plans or syllabi, examination results of students, etc. – should be included to substantiate the narrative. The portfolio serves as a reflective element of the programme, encapsulating the student’s development and philosophy as an instrumental teacher. This Part 1 portfolio is assessed by the University. (Detailed guidance on preparing an APEL portfolio is available from the University.)
• Part 2 – Supervised practicum: Under the supervision of the on-site mentor designated by the student (as described under Entry Requirements), the student will engage in a practicum of not less than three months. During this period, the student’s current teaching practice is observed and evaluated in a structured, reflective manner. At the outset of the practicum, the student should articulate the aims and objectives for this period of teaching – for example, specific projects to undertake with students, particular challenges to address, or new methodologies to implement. These aims will form a learning contract agreed upon with the mentor. Throughout the practicum, the student should document their activities, reflect on outcomes, and discuss progress regularly with the mentor. The practicum portfolio (which may take the form of a journal or report plus supplementary materials such as lesson recordings or student work) will focus on the holistic assessment of the student as a teaching professional over the specified period. It should evaluate to what extent the initial aims were met, analyze the reasons for success or shortfall in each area, and consider the broader context of instrumental teaching (e.g. the impact on student development, institutional context, etc.). Even if certain goals are not fully achieved, thoughtful analysis of those outcomes is considered a valuable learning experience. Relevant projects undertaken outside the immediate teaching workplace during this time (such as organizing concerts, workshops, or professional development activities) may also be included. The practicum is assessed first by the on-site mentor, whose evaluation will be submitted as part of the portfolio, and is then ratified by the University.
• Part 3 – Dissertation or Project: Upon successful completion of Parts 1 and 2, the student proceeds to the final component of the programme. The student will undertake a substantial dissertation or professional project on a topic relevant to instrumental teaching, agreed upon in advance with the University. If a written dissertation is chosen, it should be no more than 20,000 words in length. Topics may relate directly to the student’s own teaching practice (for example, an action research project investigating a specific pedagogical technique with their students), or they may be broader studies in music education – such as historical or repertoire studies pertinent to teaching, curriculum design, psychology of music learning, or analysis of teaching methodologies. Alternatively, a professional project might involve creating a practical resource (for instance, a graded repertoire collection or a method book with commentary) accompanied by a written report. The student will work under guidance from their Mentor (and possibly additional subject experts) to carry out research, analyze findings, and produce a cogent piece of work that demonstrates both academic rigor and practical relevance. This final part is examined by the University. (If the project is practice-based, appropriate documentation and reflection must be submitted for assessment alongside any practical output.)
4. Aims and objectives
The B.Mus.Ed. in Instrumental Teaching programme is aimed at instrumental music teachers who have gained skills and credentials through practical experience (and perhaps diplomalevel qualifications) but who have not yet earned a formal university degree. It provides an opportunity for such practitioners – whether they are private studio teachers or peripatetic instructors in schools, music centres, and similar organizations – to obtain an academic qualification that recognizes and builds upon their professional expertise. This qualification is not intended to serve as initial teacher licensure or certification; rather, it is a form of professional development and validation of practical competency. By integrating reflection, mentorship, and research, the programme allows busy music educators to refine their pedagogical skills and engage critically with their teaching practice. It is structured to be flexible and practice-oriented, so that candidates can continue their regular teaching work and apply their learning in real time. Ultimately, the degree seeks to advance the student’s effectiveness as a teacher and contribute to the scholarly and practical understanding of instrumental music education today.