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The Oxford Handbook of Philosophical and Qualitative Assessment in Music Education最新文献

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Habits of Mind as a Framework for Assessment in Music Education 思维习惯作为音乐教育评价的框架
The Oxford Handbook of Philosophical and Qualitative Assessment in Music Education Pub Date : 2019-09-26 DOI: 10.1093/oxfordhb/9780190265182.013.3
J. Hogan, E. Winner
{"title":"Habits of Mind as a Framework for Assessment in Music Education","authors":"J. Hogan, E. Winner","doi":"10.1093/oxfordhb/9780190265182.013.3","DOIUrl":"https://doi.org/10.1093/oxfordhb/9780190265182.013.3","url":null,"abstract":"Music making requires many kinds of habits of mind—broad thinking dispositions potentially useful outside of the music room. Teaching for habits of mind is prevalent in both general and other areas of arts education. This chapter reports a preliminary analysis of the habits of mind that were systematically observed and thematically coded in twenty-four rehearsals of six public high school music ensembles: band, choir, and orchestra. Preliminary results reveal evidence of eight habits of mind being taught: engage and persist, evaluate, express, imagine, listen, notice, participate in community, and set goals and be prepared. However, two habits of mind that the researchers expected to find taught were not observed: appreciate ambiguity and use creativity. These two nonobserved habits are ones that arts advocates and theorists assume are central to arts education. The chapter discusses how authentic assessment of habits of mind in the music classroom may require novel methods, including the development of classroom environments that foster additional levels of student agency.","PeriodicalId":417646,"journal":{"name":"The Oxford Handbook of Philosophical and Qualitative Assessment in Music Education","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123948669","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 7
The Primacy of Experience 经验至上
The Oxford Handbook of Philosophical and Qualitative Assessment in Music Education Pub Date : 2019-09-26 DOI: 10.1093/oxfordhb/9780190265182.013.28
A. Schiavio
{"title":"The Primacy of Experience","authors":"A. Schiavio","doi":"10.1093/oxfordhb/9780190265182.013.28","DOIUrl":"https://doi.org/10.1093/oxfordhb/9780190265182.013.28","url":null,"abstract":"This chapter explores a possible alternative to traditional “paper-and-pencil” assessment practices in music classes. It argues that an approach based on phenomenological philosophy and inspired by recent developments in cognitive science may shed new light on learning and help educators reconsider grading systems accordingly. After individuating the core issue in an unresolved tension between subjective-objective methodologies relevant to certain learning contexts, the chapter proposes a possible remedy by appealing to three principles central to “embodied” approaches to cognition. Such principles may help educators reframe cognitive phenomena (learning described as a measurable event based on “information processing”) in terms of cognitive ecosystems (learning understood as a negotiating and transformative activity codetermined by diverse embodied and ecological factors connected in recurrent fashion). Accommodating this shift implies transforming assessment practices into more open and flexible systems that take seriously the challenge of cooperative learning and phenomenological reflections.","PeriodicalId":417646,"journal":{"name":"The Oxford Handbook of Philosophical and Qualitative Assessment in Music Education","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134127520","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
An Ethical Consideration of Assessment in Music Education through the Lens of Levinas 从列维纳斯的视角看音乐教育评价的伦理思考
The Oxford Handbook of Philosophical and Qualitative Assessment in Music Education Pub Date : 2019-09-26 DOI: 10.1093/OXFORDHB/9780190265182.013.18
Kathryn Jourdan, J. Finney
{"title":"An Ethical Consideration of Assessment in Music Education through the Lens of Levinas","authors":"Kathryn Jourdan, J. Finney","doi":"10.1093/OXFORDHB/9780190265182.013.18","DOIUrl":"https://doi.org/10.1093/OXFORDHB/9780190265182.013.18","url":null,"abstract":"This chapter takes as its starting point notions of music making as ethical encounter (Bowman, 2001) and as the exercise of hospitality (Higgins, 2007) in order to explore what ethical practice in music education might look like, through the philosophical writings of Emmanuel Levinas. It puts into question discourses of performativity, which may be understood as constraining and narrowing what we think of as “musical knowing” in the classroom. Thinking tools drawn from Levinas’s first major work, Totality and Infinity (1969), include notions of “practices of facing” and of “putting a world in common.” This conceptual lens enables an investigation of what it might mean for assessment in music education if we embraced Levinas’s radical openness—the breaking in of “infinity” into “totalizing” practices—bringing to light processes of music making, not simply the musical product, as well as the uniqueness of each pupil’s music making in relationship to others and to the Other, and capturing rich learning in the music classroom.","PeriodicalId":417646,"journal":{"name":"The Oxford Handbook of Philosophical and Qualitative Assessment in Music Education","volume":"04 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128861968","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
A Music-Centered Perspective on Music Therapy Assessment 以音乐为中心的音乐治疗评价
The Oxford Handbook of Philosophical and Qualitative Assessment in Music Education Pub Date : 2019-09-26 DOI: 10.1093/oxfordhb/9780190265182.013.14
John A. Carpente, Kenneth S. Aigen
{"title":"A Music-Centered Perspective on Music Therapy Assessment","authors":"John A. Carpente, Kenneth S. Aigen","doi":"10.1093/oxfordhb/9780190265182.013.14","DOIUrl":"https://doi.org/10.1093/oxfordhb/9780190265182.013.14","url":null,"abstract":"This chapter critiques existing music therapy assessment tools for their inadequate attention to specifically musical processes, for considering only nonmusical areas of functioning, and for an overly narrow examination of functional areas in isolation. A music-centered perspective is offered, the foundations of which remedy the deficiencies of the predominance of existing assessment tools. One assessment tool—the Individual Music-Centered Assessment Profile for Neurodevelopmental Disorders (IMCAP-ND)—is described in detail to illustrate a music therapy assessment that looks at functional areas within music and within the context of a coactive music therapy relationship.","PeriodicalId":417646,"journal":{"name":"The Oxford Handbook of Philosophical and Qualitative Assessment in Music Education","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126810411","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 5
Could There Be Deleuzian Assessment in Music Education? 音乐教育能否有德勒兹式的评价?
The Oxford Handbook of Philosophical and Qualitative Assessment in Music Education Pub Date : 2019-09-26 DOI: 10.1093/oxfordhb/9780190265182.013.20
Lauren Kapalka Richerme
{"title":"Could There Be Deleuzian Assessment in Music Education?","authors":"Lauren Kapalka Richerme","doi":"10.1093/oxfordhb/9780190265182.013.20","DOIUrl":"https://doi.org/10.1093/oxfordhb/9780190265182.013.20","url":null,"abstract":"Authors of contemporary education and arts education policies tend to emphasize the adoption of formal, summative assessment practices. Poststructuralist philosopher Gilles Deleuze’s emphasis on ongoing differing and imaginative possibilities may at first glance appear incompatible with these overarching, codified assessments. While Deleuze criticizes the increasing use of ongoing assessments as a form of control, he posits a more nuanced explanation of measurement. This philosophical inquiry examines four measurement-related themes from Deleuze’s writings and explores how they might inform concepts and practices of assessment in various music teaching and learning contexts. The first theme suggests that each group of connective relations, what Deleuze terms a “plane of immanence,” demands its own forms of measurement. Second, Deleuze emphasizes varieties of measurement. Third, those with power, what Deleuze terms the “majority,” always set the standard for measurement. Fourth, Deleuze derides continuous assessment. His writings suggest that music educators might consider that assessments created for one musical practice or style should not transcend their own “plane of immanence,” that a variety of nonstandardized assessments is desirable, that the effect of measurement on “minoritarian” musical practices must be examined carefully, and that it is essential to ponder the potentials of unmeasured music making.","PeriodicalId":417646,"journal":{"name":"The Oxford Handbook of Philosophical and Qualitative Assessment in Music Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130324086","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Philosophical and Qualitative Perspectives on Assessment in Music Education 音乐教育评价的哲学与质性视角
The Oxford Handbook of Philosophical and Qualitative Assessment in Music Education Pub Date : 2019-09-26 DOI: 10.1093/oxfordhb/9780190265182.013.1
David J. Elliott, Michael J. Silverman, G. McPherson
{"title":"Philosophical and Qualitative Perspectives on Assessment in Music Education","authors":"David J. Elliott, Michael J. Silverman, G. McPherson","doi":"10.1093/oxfordhb/9780190265182.013.1","DOIUrl":"https://doi.org/10.1093/oxfordhb/9780190265182.013.1","url":null,"abstract":"The purpose of this chapter is to provide an introduction and overview to the aims of the Oxford Handbook of Philosophical and Qualitative Assessment in Music Education. Why philosophical and qualitative perspectives on assessment in or for music education? While there are numerous quantitative research projects that investigate assessment in or for music education, which are certainly important, they typically do not help us understand (which this volume does) the fundamental conceptual nature of and assumptions about music education assessment and music education evaluation across global contexts, which in turn shape and drive why and how students, and their actual and potential creativities, are harmfully or ethically impacted.","PeriodicalId":417646,"journal":{"name":"The Oxford Handbook of Philosophical and Qualitative Assessment in Music Education","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127111314","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 11
A Case for Integrative Assessment from a Freirian Perspective 从Freirian的角度看综合评估的案例
The Oxford Handbook of Philosophical and Qualitative Assessment in Music Education Pub Date : 2019-09-26 DOI: 10.1093/OXFORDHB/9780190265182.013.24
F. Abrahams
{"title":"A Case for Integrative Assessment from a Freirian Perspective","authors":"F. Abrahams","doi":"10.1093/OXFORDHB/9780190265182.013.24","DOIUrl":"https://doi.org/10.1093/OXFORDHB/9780190265182.013.24","url":null,"abstract":"This chapter argues for the efficacy of integrative assessment to help teachers know if students have learned what they intended to teach them and how the teaching and learning have changed both student and teacher. Considering teaching and learning as a partnership between students and their teacher, integrative assessment focuses on the teacher, providing both formative and summative opportunities for teachers to be self-reflective and assess their teaching performance and its impact on student learning. Adding this component to the general discussion of assessment links the student/teacher and teacher/student paradigms in positive ways. Integrative assessment is framed by the ideas of Paulo Freire that teaching and learning are a partnership—and that learning takes place only when both teacher and student are changed. This type of assessment is different from the models of teacher evaluation that focus on quantitative analysis of formative and summative data and measures. These models connect outcomes to student grades and performance on standardized tests and are factored into teacher performance. The chapter argues that the most important goals of music education are to promote musical agency among students, empower musicianship, and foster the acquisition of what Freire labeled a critical consciousness. It then discusses four types of validity from the qualitative research tradition and uses them to inform questions teachers might ask themselves about the impact their teaching had on student learning.","PeriodicalId":417646,"journal":{"name":"The Oxford Handbook of Philosophical and Qualitative Assessment in Music Education","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126512819","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
“He Sings with Rhythm; He is from India” “他唱歌有节奏;他来自印度。”
The Oxford Handbook of Philosophical and Qualitative Assessment in Music Education Pub Date : 2019-09-26 DOI: 10.1093/oxfordhb/9780190265182.013.9
R. Mantie, Beatriz Ilari
{"title":"“He Sings with Rhythm; He is from India”","authors":"R. Mantie, Beatriz Ilari","doi":"10.1093/oxfordhb/9780190265182.013.9","DOIUrl":"https://doi.org/10.1093/oxfordhb/9780190265182.013.9","url":null,"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.","PeriodicalId":417646,"journal":{"name":"The Oxford Handbook of Philosophical and Qualitative Assessment in Music Education","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130906656","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Philosophy of Assessment in Popular Music Education 流行音乐教育中的评价哲学
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":"https://doi.org/10.1093/oxfordhb/9780190265182.013.32","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":0.0,"publicationDate":"2019-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122133402","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Assessment and the Dilemmas of a Multi-Ideological Curriculum 多元意识形态课程的评价与困境
The Oxford Handbook of Philosophical and Qualitative Assessment in Music Education Pub Date : 2019-09-26 DOI: 10.1093/oxfordhb/9780190265182.013.22
S. Karlsen, Geir Johansen
{"title":"Assessment and the Dilemmas of a Multi-Ideological Curriculum","authors":"S. Karlsen, Geir Johansen","doi":"10.1093/oxfordhb/9780190265182.013.22","DOIUrl":"https://doi.org/10.1093/oxfordhb/9780190265182.013.22","url":null,"abstract":"The Norwegian compulsory school formal curriculum consists of two separate parts, implemented in 1993 and 2006. The older Core Curriculum provides guidelines for the broader aims of education and for its cultural and moral foundations. Ideologically, it is marked by the humanist Bildung tradition and progressive education ideas, emphasizing holistic development of the human being as the primary goal. The newer curriculum part, named Knowledge Promotion, consists of individual syllabi for all subjects, including music. While the first page of the music syllabus mirrors values expressed in the Core Curriculum, the latter part is an operationalization of a positivist-oriented ends-means approach to music education. This chapter explores this multi-ideological split of the music curriculum, pursuing a twofold interest: What are the consequences of ends-means related assessment criteria shaping the context of music teaching and learning? What other assessment criteria exist that would align better with the Bildung and progressive education foundations of the curriculum?","PeriodicalId":417646,"journal":{"name":"The Oxford Handbook of Philosophical and Qualitative Assessment in Music Education","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117160812","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
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