Martin Fautley – författare

With clear links between the preparation of writing a lesson plan, and the delivery of that lesson plan through your teaching, this book explores:

"This is essential reading for all teachers, teacher educators and policy makers. For new entrants to the profession, it offers the opportunity to think beyond the notion of folk pedagogies and to consider how a more powerful theoretical framework might underpin lesson planning. It presents essential analysis as to why common approaches to teaching and learning have emerged and become embedded - this provides a great opportunity for more experienced teachers to develop a deeper critical understanding of their practice."Kate Laurence, Institute of Education, University of London, UK

"At last! A plain speaking book on effective lesson planning .Lesson Planning for Effective Learning by Martin Fautley and Jonathan Savage combines theoretical perspectives with really useful, instantly useable examples from everyday practice."Andrew R. Mackereth, Headteacher, Heart of England School

"In their latest book, Martin Fautley and Jonathan Savage start with practice and, in deconstructing what teachers do every day, apply their deep thinking and reasoned consideration. This book articulates something of what it is to be professional for teachers of all types. I heartily recommend this book."Simon Spencer, Birmingham City University, UK

"This book gives fantastic insight and practical strategies for teachers at all points within their career in order to encourage and embed reflective practice. A 'must have' resource for any school Teaching and Learning Group library."Hayley McDonagh, Senior Leader, Golden Hillock School, Birmingham. Former LA senior adviser working with Schools in Ofsted Category

With clear links between the preparation of writing a lesson plan, and the delivery of that lesson plan through your teaching, this book explores:

"This is essential reading for all teachers, teacher educators and policy makers. For new entrants to the profession, it offers the opportunity to think beyond the notion of folk pedagogies and to consider how a more powerful theoretical framework might underpin lesson planning. It presents essential analysis as to why common approaches to teaching and learning have emerged and become embedded - this provides a great opportunity for more experienced teachers to develop a deeper critical understanding of their practice."Kate Laurence, Institute of Education, University of London, UK

"At last! A plain speaking book on effective lesson planning .Lesson Planning for Effective Learning by Martin Fautley and Jonathan Savage combines theoretical perspectives with really useful, instantly useable examples from everyday practice."Andrew R. Mackereth, Headteacher, Heart of England School

"In their latest book, Martin Fautley and Jonathan Savage start with practice and, in deconstructing what teachers do every day, apply their deep thinking and reasoned consideration. This book articulates something of what it is to be professional for teachers of all types. I heartily recommend this book."Simon Spencer, Birmingham City University, UK

"This book gives fantastic insight and practical strategies for teachers at all points within their career in order to encourage and embed reflective practice. A ''must have'' resource for any school Teaching and Learning Group library."Hayley McDonagh, Senior Leader, Golden Hillock School, Birmingham. Former LA senior adviser working with Schools in Ofsted Category

The Routledge Companion to Teaching Music Composition in Schools: International Perspectives offers a comprehensive overview of teaching composing from a wide range of countries around the world. Addressing the current state of composition pedagogy from primary to secondary school levels and beyond, the volume explores issues, including different curricular and extracurricular settings, cultural aspects of composing, aesthetics, musical creativity, the role of technology, and assessment.

With contributors from over 30 countries, this volume encompasses theoretical, historical, empirical, and practical approaches and enables comparisons across different countries and regions. Chapters by experienced educators, composers, and researchers describe in depth the practices taking place in different international locations. Interspersed with these chapters, interludes by the volume editors contextualize and problematize the teaching and learning of composing music. The volume covers a range of contexts, including formal and informal, those where a national curriculum is mandated or where composing is a matter of choice, and a range of types, styles, and genres of musical learning and music-making.

Providing a wide-ranging and detailed review of international approaches to incorporating music composition in teaching and learning, this volume will be a useful resource for teachers, music education researchers, graduate and undergraduate students, and all those working with children and young people in composing music.

The Routledge Companion to Teaching Music Composition in Schools: International Perspectives offers a comprehensive overview of teaching composing from a wide range of countries around the world. Addressing the current state of composition pedagogy from primary to secondary school levels and beyond, the volume explores issues, including different curricular and extracurricular settings, cultural aspects of composing, aesthetics, musical creativity, the role of technology, and assessment.

With contributors from over 30 countries, this volume encompasses theoretical, historical, empirical, and practical approaches and enables comparisons across different countries and regions. Chapters by experienced educators, composers, and researchers describe in depth the practices taking place in different international locations. Interspersed with these chapters, interludes by the volume editors contextualize and problematize the teaching and learning of composing music. The volume covers a range of contexts, including formal and informal, those where a national curriculum is mandated or where composing is a matter of choice, and a range of types, styles, and genres of musical learning and music-making.

Providing a wide-ranging and detailed review of international approaches to incorporating music composition in teaching and learning, this volume will be a useful resource for teachers, music education researchers, graduate and undergraduate students, and all those working with children and young people in composing music.

The school curriculum is a contested arena. There are competing pressures from those who advocate that it should be constructed on a subject specific basis, whereas at the other end of the continuum is the stance taken by this book, that learning, and especially learning in the arts, can transcend artificial boundaries between subjects. This book sets out a case for cross-curricular learning involving the arts in secondary schools.

Cross-Curricular Teaching and Learning in the Secondary School...The Arts argues for the development of a new, skilful pedagogy which embeds an authentic, cross-curricular approach to teaching and learning in the work of the individual teacher. Teachers are empowered to think about creative pedagogies, and pupils are able to engage in deep learning as a result.

Key features of the text include:

Part of the Cross-Curricular Teaching and Learning in the Secondary School series, this textbook breaks the boundaries between curriculum subjects and the arts. It is timely reading for all students on Initial Teacher Training courses as well as practising teachers looking to introduce cross-curricular themes in their own subjects.

The school curriculum is a contested arena. There are competing pressures from those who advocate that it should be constructed on a subject specific basis, whereas at the other end of the continuum is the stance taken by this book, that learning, and especially learning in the arts, can transcend artificial boundaries between subjects. This book sets out a case for cross-curricular learning involving the arts in secondary schools.

Cross-Curricular Teaching and Learning in the Secondary School...The Arts argues for the development of a new, skilful pedagogy which embeds an authentic, cross-curricular approach to teaching and learning in the work of the individual teacher. Teachers are empowered to think about creative pedagogies, and pupils are able to engage in deep learning as a result.

Key features of the text include:

Part of the Cross-Curricular Teaching and Learning in the Secondary School series, this textbook breaks the boundaries between curriculum subjects and the arts. It is timely reading for all students on Initial Teacher Training courses as well as practising teachers looking to introduce cross-curricular themes in their own subjects.