“He Sings with Rhythm; He is from India”

R. Mantie, Beatriz Ilari
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引用次数: 2

Abstract

This chapter provides a view of music assessment predicated on a belief that the what of assessment in P–12 music education should include understandings and attitudes about music and culture not typically ascertainable through traditional music assessment practices that focus on performing ability and knowledge of musical elements. Six vignettes show the various ways that children’s drawings, as a projective technique of visual representation, might be used to expose and discern (i.e., assess) children’s thinking, understandings, and attitudes about music and culture. It is argued that the multimodality of drawing and talking in response to musical prompts opens up rich potential to inform instruction that better accounts for the lifeworlds of children.
“他唱歌有节奏;他来自印度。”
本章提供了一种音乐评估的观点,基于一种信念,即P-12音乐教育中的评估内容应该包括对音乐和文化的理解和态度,而传统的音乐评估实践通常无法确定,而传统的音乐评估实践侧重于演奏能力和音乐元素的知识。六个小插曲展示了儿童绘画的各种方式,作为一种视觉表现的投影技术,可以用来暴露和辨别(即评估)儿童对音乐和文化的思考、理解和态度。有人认为,根据音乐提示进行绘画和谈话的多模态,为更好地解释儿童生活世界的教学提供了丰富的潜力。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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