Tag Archives: Music Education

Tracking thoughts inspired by railway tracks on a train journey

I’m always concerned by how much duplication of effort there has been in music education from teachers up and down the land over the years. What is worrying me at the moment is that there seems to be a move … Continue reading

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Poster at ISME

I’ve been a bit on the busy side recently, which is, in many ways, an understatement! Anyway, last week I was up in Glasgow for the International Society of Music Education (ISME) conference. Whilst there I gave four spoken presentations, and … Continue reading

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Uses and purposes of assessment in music education

In academic discussions of assessment in the literature, we distinguish between uses and purposes of assessment (indeed, in my assessment book (Fautley, 2010) I devote a section to this). To put it probably over-simply, for the sake of this blog, … Continue reading

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Rearranging deckchairs on the Titanic

  I’m guessing that someone had the job of being in charge of deckchairs on the Titanic. I presume that they spent their days and nights dreaming up ever more complex ways of arranging the deckchairs in patterns, and then … Continue reading

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Video on assessment in music education

This is another ‘instead of a blog entry’ post! The nice people at ‘Teach Through Music’ have made a really interesting video about assessment in music education. It features London music teachers talking about this, as well as some talking … Continue reading

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Instead of a blog entry – A level composing

A very brief not-a-blog. Today the Incorporated Society of Musicians (ISM)  published a piece of research by one of my PhD students, Kirsty Devaney, and myself, into music teachers views on the composing components of A-level music. It’s available here. … Continue reading

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In which I reflect on dentistry and assessment

My wife has this week had to go to the dentist, for some root canal work (ouch). As she was bemoaning this, I reflected on how I am very grateful that dentists don’t operate like teachers have to. I’m not … Continue reading

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In which I get really ratty about linear attainment assessment. Again.

….or when is KS3 assessment not assessment. It will come as no surprise to regular readers to know that I am actually in favour of assessment. I think it can help pupils and teachers, and, properly done, can provide useful … Continue reading

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Proof, and meta-proof

One of the really big issues in assessment seems to me to be ‘doing’ assessment, then proving you’ve done assessment, then proving you’ve proved that you’ve done assessment! All of which seems to be to satisfy the system needs of … Continue reading

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Tracking and Assessment in Music Education

When considering assessment, it is customary in academic circles to try to be precise concerning the uses and purposes of assessment. Sadly, this task is a mammoth one, and there is considerable terminology slippage, not only from research to practice, … Continue reading

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