Philosophy of Assessment in Popular Music Education

The Oxford Handbook of Philosophical and Qualitative Assessment in Music Education Pub Date : 2019-09-26 DOI:10.1093/oxfordhb/9780190265182.013.32

Bryan Powell, G. Smith

{"title":"Philosophy of Assessment in Popular Music Education","authors":"Bryan Powell, G. Smith","doi":"10.1093/oxfordhb/9780190265182.013.32","DOIUrl":null,"url":null,"abstract":"With the expanding landscape of and proliferation of activity related to popular music education, philosophies underpinning and informing the assessment of students participating in popular music programs have come to the forefront of discussion. This chapter discusses the relationships among music education, higher education, and popular music as commoditized product(s), as well as the context for and a set of (sub)cultural practices, and looks through the lens(es) of authenticity before exploring canon and repertoire in popular music education. It highlights examples of assessment practices in particular popular music education contexts and the ideologies and philosophies that consciously or unconsciously undergird these. The chapter then presents a model of assessment derived from working in an innovative way—called “negotiated assessment” (Kleiman, 2009, p. 2)—with undergraduate arts students across disciplines. The chapter proposes this as one possible broad, inclusive approach to establishing a philosophy of assessment for popular music education.","PeriodicalId":417646,"journal":{"name":"The Oxford Handbook of Philosophical and Qualitative Assessment in Music Education","volume":"67 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2019-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"The Oxford Handbook of Philosophical and Qualitative Assessment in Music Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1093/oxfordhb/9780190265182.013.32","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}

引用次数: 1

Abstract

With the expanding landscape of and proliferation of activity related to popular music education, philosophies underpinning and informing the assessment of students participating in popular music programs have come to the forefront of discussion. This chapter discusses the relationships among music education, higher education, and popular music as commoditized product(s), as well as the context for and a set of (sub)cultural practices, and looks through the lens(es) of authenticity before exploring canon and repertoire in popular music education. It highlights examples of assessment practices in particular popular music education contexts and the ideologies and philosophies that consciously or unconsciously undergird these. The chapter then presents a model of assessment derived from working in an innovative way—called “negotiated assessment” (Kleiman, 2009, p. 2)—with undergraduate arts students across disciplines. The chapter proposes this as one possible broad, inclusive approach to establishing a philosophy of assessment for popular music education.

查看原文本刊更多论文

流行音乐教育中的评价哲学

随着流行音乐教育活动的不断扩大和扩散，支持和指导学生参与流行音乐课程的评估的哲学已经成为讨论的前沿。本章讨论了音乐教育、高等教育和作为商品化产品的流行音乐之间的关系，以及背景和一套(次)文化实践，并在探索流行音乐教育中的经典和曲目之前，通过真实性的镜头来看待。它强调了在特别流行音乐教育背景下的评估实践的例子，以及有意识或无意识地支持这些的意识形态和哲学。然后，本章介绍了一种评估模型，该模型来源于一种创新的方式——所谓的“协商评估”(Kleiman, 2009，第2页)——与跨学科的本科艺术学生一起工作。本章提出这是一个可能的广泛的，包容性的方法来建立一个流行音乐教育的评估哲学。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

The Oxford Handbook of Philosophical and Qualitative Assessment in Music Education

自引率

0.00%

发文量