Musical Achievement, Assessment and Motivation

PATHWAYS FOR TEACHING • by ANDREW EALES
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A RESPONSE TO ABRSM

With a single Tweet, the exam board ABRSM have in the last week provoked what they have themselves described as a “passionate debate”.

Defending their stance, ABRSM have subsequently confirmed that these are the words of their Chief Examiner, John Holmes, quoted from his presentation at this year’s Music Education EXPO event in London:


In the context of his talk, Holmes will no doubt have made many other points, adding balance and nuance to his position. That said, his view of a “virtuous circle of motivation” was surely not made up on the spot. We must accept this as his well-rehearsed position on the nature of and relationship between musical achievement, assessment and intrinsic motivation.

Discussion of these important concepts must be welcomed. As teachers it is our basic responsibility to question ideas, absorb good material, develop subject knowledge and promote better understanding. I should add that we also have a duty to confront that which might genuinely harm our students.

These issues are of course also of interest and importance to the parents of any child learning to sing or play a musical instrument. In contributing this response, I hope my thoughts might be considered both by teachers and by parents who are rightly keen to understand their childrens’ progress.

Together, let’s begin to unpack some of the many positive ways that we can all celebrate our childrens’ and our own adult achievements.

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