Review: Martin Fautley (2010). Assessment in Music Education.

Abstract

When looking at the title of the book to be reviewed the reader would expect broad and up to date information on the current state of assessment in music education – including the existing empirical research. This hope in part is disappointed although the book is worth reading because Martin Fautley was teacher and head of music ensembles in English schools for many years and always turned his attention to school practice. Meanwhile he is teaching music at Birmingham City University in England and has been involved with creativity e.g. in connection with group composition processes, too. He is familiar with everyday life at school und its restraints, which stem from the practice of assessment (and sanction) in English schools. The area of conflict in the triangle between aesthetic practice, administrative demands to assessment in music education, and psychometric handcraft is well known to him – it’s the real topic of the book.