- Copyright Page
- Philosophical and Qualitative Perspectives on Assessment in Music Education: introduction, aims, and overview
- Institutional Music Education and Ranking as a Form of Subjectification: the merits of resistance and resilience
- An Ethical Consideration of Assessment in Music Education through the Lens of Levinas
- The Primacy of Experience: phenomenology, embodiment, and assessments in music education
- Critically Assessing Forms of Resistance in Music Education
- Evaluation for Equality: applying a classical pragmatist perspective in qualitative assessment in finnish general music education
- Could There Be Deleuzian Assessment in Music Education?
- Music Teacher Evaluation, Teacher Effectiveness, and Marginalized Populations: a tale of cognitive dissonance and perverse incentives
- The Influence of Assessment on Learning and Teaching: using assessment to enhance learning
- The McDonald’s Metaphor: the case against assessing standards-based learning outcomes in music education
- Habits of Mind as a Framework for Assessment in Music Education
- Alternative Assessment for Music Students with Significant Disabilities: collaboration, inclusion, and transformation
- A Music-Centered Perspective on Music Therapy Assessment
- A Case for Integrative Assessment from a Freirian Perspective
- Cultural Imperialism and the Assessment of Creative Work
- Enter the Feedback Loop: assessing music technology in music education with personal bests
- Improvisation, Enaction, and Self-Assessment
- Philosophy of Assessment in Popular Music Education
- “He Sings with Rhythm; He is from India”: children’s drawings and the music classroom
- The Assessment of Classroom Music in the Lower Secondary School: The English Experience
- Imagining Ends-Not-Yet-in-View: The ethics of assessment as valuation in Nepali music education
- Creating Caring Micro-Assessment Cultures in South Africa
- Assessment and the Dilemmas of a Multi-Ideological Curriculum: the case of Norway
- Building a Culture of Ethical, Comparable, Authentic Assessment: music education in queensland
- Music as <i>Bildning</i>: the impracticability of assessment within the scandinavian educational tradition
- Nonregulated Assessment in Music Education: an urban Iranian outlook
- International Perspectives on Assessment in Music Education
Abstract and Keywords
In 1983 sociologist George Ritzer coined the word McDonaldization, “the process by which the principles of the fast food restaurant are coming to dominate more and more sectors of American society as well as of the rest of the world.” Since that time, Ritzer’s concept of McDonaldization has been applied to such disparate fields as education, religion, social work, and journalism. The purpose of this chapter is to show how the dehumanizing principles of McDonaldization—efficiency, calculability, predictability, and control—have influenced music education practices. The chapter concludes by describing a means for opposing the McDonaldization of music education.
John Kratus is currently retired and living in Florida. He is professor emeritus from Michigan State University, where he was chair of music education. He has presented his ideas at conferences in Ireland, Scotland, the United Kingdom, Sweden, Germany, Austria, Greece, Egypt, Japan, China, Indonesia, Canada, and the United States. In 2004 Kratus was contracted by the US Department of Defense to provide in-service education to the music teachers working in schools on military bases around the world. He was a keynote speaker at the CMS/NASM conference on “Music in General Studies” in 2007 contributors and at the CMS Summit on twenty-first-century music school design in 2016. His articles have appeared in most of the world’s major music education journals. Kratus has served as chair of the Special Research Interest Groups in Creativity, Philosophy, and Popular Music Education, and he is currently on the editorial boards of the International Journal of Music Education and the Journal of Popular Music Education.
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