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And Ofsted too:

I’ll be talking about how learning sciences, Ofsted, behaviour policies, school leadership and government policies have conspired to screw the arts and DT. Session 6. 2.50pm room 206. ⁦researchED Birmingham⁩ drive.google.com/file/d/1O-skP1…

THE WONDERFUL Martin Robinson: IS CREATIVITY DEAD? #rEDBRUM

Four year old grandson has a mini cd player and delights in his pirate themed cd to which he sings, moves and dreams through. Seems to me a fine music education at this point in time.

John finney Lots of people at all levels think their own discipline should be a yardstick for all others, whereas the reality is that they are often very different.

Elizabeth MacGregor’s ‘Musical Vulnerability’ is profound in its implications. Chapter 1 is online. Perhaps just read ‘The power of music: Music education policy in England’ for a critical perspective and a reality check.

Commentators talking about the arts in terms of needing to be available to nurture talent miss the point of the arts being educative for all as a way of knowing the world.

Paul A. Kirschner Two points: 1. Why argue against ‘pure’ discovery learning when that is never argued for but rather a mix of teacher instruction & discovery/investigation/thinking through talk? 2. Where is the ‘empirical’ evidence? I searched & couldn’t see refs to any classroom research.

Antagonizing the Danes simply invites raids on our ports, fishing villages, and coastal monasteries. It's just bad policy.

A common theme in our discussions is that certain terms seem too vague to immediately communicate meaning - so people suggest they and others don't use them. But... to me, that's pointless because there are NO terms for educational practices that transcend the need to specify and

The coarsifying effect of an ordinal, managerialist approach to education. The true myth is that our current education system lacks efficiency, rather than a shared sense of meaning and purpose.

Newly published article in BJME by Katya Davisson exposing the Model Music Curriculum ideology. It’s that old problem of music viewed as a collection of autonomous objects. A really good read.

So good to see the Model Music Curriculum so thoroughly reviewed and critiqued at the upcoming RIME conference, and along with it exposure of the paucity of so called knowledge rich rhetoric. Music Education Solutions @UKmusicmark Music Teacher Music Teachers Association

I fear we are in the middle of a new turn to genericism, fuelled by the aggressive selling of training in generic pedagogy alongside the failure to develop early career teachers in their subjects, as readers of their subject traditions.

Barbara Bleiman 🎓 Education is Conversation Yes, this is why I like Shulman who talks of this all as knowledge. The term ‘knowledge rich’ has been hijavked to mean a priori, declarative or explicit knowledge rather than a richer and more nuanced understanding.

Music has a hundred year legacy of cognitive psychology with many landmark studies. Remarkably, the Ofsted Research Review didn’t appear to connect with this tradition with its insights into musical memory, cognitive development, concept formation etc.

In music education discourse the pursuit of creativity, the selling of conferences and resources as being creative renders the term virtually meaningless.