Brad Fuller is a music educator, scholar and jazz musician who has completed a PhD at the University of Sydney, Australia. James Humberstone is a music educator, composer-producer, researcher, technologist, and a Senior Lecturer in Music Education at the University of Sydney (also Brad's PhD supervisor).
Brad, James and their colleague, Caitlin Sandiford, recently hosted a global symposium on the concept of Educative Evidence-Based Practice (EEBP) in Music Education. The symposium brought together hundreds of music educators from around the world to discuss some of the dissonance many teachers face when given top-down directives from school leadership about "what works best" in music teaching. The problem is that much of "what works best" doesn't take into account the unique nature of music education, nor does it draw on a holistic body of 'evidence' when making such suggestions.
This is a MUST LISTEN for Heads of Department or aspiring leaders in music education. Tbh, this is a model that I wish I'd learnt about 10 years ago!
To give you the full context, I STRONGLY suggest watching this short video outlining EEBP: https://youtu.be/MfeZTxHEKNo
In this episode, we explore:
where the concept of Educative Evidence-Based Practice (EEBP) in Music Education came from.
why it might be incredibly important for Heads of Department to understand this model for advocacy and conversations with senior leaders.
the negative impacts of overtly using 'evidence-based practices' in education and some of the misconceptions around its' value for music education.
the four pillars of EEBP: classroom expertise, research evidence, values, needs and circumstances of each student, information from the classroom context.
some ways that music educators can use the EEBP model in their context.
what is ahead for the EEBP model i.e. resources, books, another symposium etc.
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