Martin Fautley
Biographic Data
| ID | 8996022 |
|---|---|
| NAME | Martin Fautley |
| GIVEN NAMES | Martin |
| FAMILY NAME | Fautley |
| SIGNATURE | FAUTLEY M |
| AFFILIATIONS | Birmingham City University |
| ORCID | 0000-0002-3157-4854 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
(Re)conceptualising an integrated music education ecosystem in England
Conceptualising music education in England as an ecosystem was central to the 2022 National Plan for Music Education. Provision spans in-school and out-of-school settings, delivered by schools, Music Hubs, charities and specialist providers. Local specificities and a complex patchwork of providers mean that there are multiple different stakeholders in helping young people to develop musically. Drawing on a decade of research, this paper reconcept…
Beowulf Opera Scenes
Composing with children is a complex area that many generalist primary-school teachers in England report finding challenging or intimidating. This article draws on existing literature relating to composing in schools, child-centered learning, cultural capital, and classroom pedagogy to situate and discuss a longitudinal research project exploring composing with primary-aged children. The article focuses on one of eight schools involved in the pro…
Methodological shifts and departures in music education research
In England, music education policy is deeply rooted in neoliberal ideologies, shaping classroom practice and assessments.This paper presents findings from a four-year funded longitudinal project exploring the impact of musical partnerships on young people at risk of educational exclusion.Through a posthuman lens, the researchers made a methodological shift, acknowledging the agency of non-human elements and physical spaces in musical interactions…
Re-thinking music education partnerships through intra-actions
Music education in England has been in a state of flux for a number of years due to the complexities and variability of its delivery. Many of the issues surrounding music education in England are associated with policy and practice in schools, and the complexities of funding and deployment of music activities. This creates contextual, structural and political boundaries, especially on partnership work that seeks to join up provision. This paper p…
Training music teachers in England – what is the music that is being taught in secondary schools
This article describes policy and practice issues surrounding the training of intending music teachers in England. It tells of how there has been governmental regulation, and ministerial interference, in many aspects of this, from numbers entering the profession, to the nature of what is actually taught and learned in secondary school classrooms. Building on research evidence, it then goes on to describe how there are a number of aspects of teach…
No prominent works on this page.
Training music teachers in England – what is the music that is being taught in secondary schools
This article describes policy and practice issues surrounding the training of intending music teachers in England. It tells of how there has been governmental regulation, and ministerial interference, in many aspects of this, from numbers entering the profession, to the nature of what is actually taught and learned in secondary school classrooms. Building on research evidence, it then goes on to describe how there are a number of aspects of teach…
Re-thinking music education partnerships through intra-actions
Music education in England has been in a state of flux for a number of years due to the complexities and variability of its delivery. Many of the issues surrounding music education in England are associated with policy and practice in schools, and the complexities of funding and deployment of music activities. This creates contextual, structural and political boundaries, especially on partnership work that seeks to join up provision. This paper p…
Methodological shifts and departures in music education research
In England, music education policy is deeply rooted in neoliberal ideologies, shaping classroom practice and assessments.This paper presents findings from a four-year funded longitudinal project exploring the impact of musical partnerships on young people at risk of educational exclusion.Through a posthuman lens, the researchers made a methodological shift, acknowledging the agency of non-human elements and physical spaces in musical interactions…
Beowulf Opera Scenes
Composing with children is a complex area that many generalist primary-school teachers in England report finding challenging or intimidating. This article draws on existing literature relating to composing in schools, child-centered learning, cultural capital, and classroom pedagogy to situate and discuss a longitudinal research project exploring composing with primary-aged children. The article focuses on one of eight schools involved in the pro…
(Re)conceptualising an integrated music education ecosystem in England
Conceptualising music education in England as an ecosystem was central to the 2022 National Plan for Music Education. Provision spans in-school and out-of-school settings, delivered by schools, Music Hubs, charities and specialist providers. Local specificities and a complex patchwork of providers mean that there are multiple different stakeholders in helping young people to develop musically. Drawing on a decade of research, this paper reconcept…
Diverse Music Education Insights (5 works) · Music education (5 works) · Pedagogy (4 works) · Psychology (4 works) · Sociology (4 works) · Neuroscience and Music Perception (3 works) · Art Education and Development (2 works) · Educational Theory and Curriculum Studies (2 works) · Mathematics education (2 works) · Political science (2 works)