Assessment in Music: A Practitioner Introduction to Assessing Students

Denis, John

doi:10.1177/8755123317741489

Cited by 9 publications

(5 citation statements)

References 39 publications

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“…The low perceived efficiency for group subjects could be explained by the fact that the online context limits the interpersonal experiences leading to a sense of loss of social connections due to the lack of socializing opportunities and joint music-making (Levstek et al, 2021). Although previous research has demonstrated the effectiveness of online teaching in the case of instrument lessons, or in terms of creative, group music activities (Pike and Shoemaker, 2013;Kruse, 2014;Denis, 2017), our study demonstrates that online music education is a necessary and useful tool, but it can also bring a series of risks. We believe that for individual instrument lessons or for practical courses in orchestra, choral ensemble or chamber music, online education can only be an additional, occasional form that can complement, not replace, the in-person forms of education, where students interact with each-other and with their teachers.…”

Section: Discussionmentioning

confidence: 99%

“…In the case of children's piano lessons conducted remotely via Skype and MIDI Internet, the rewards and challenges of three different approaches to distance learning were examined: synchronous (real time), asynchronous (real time) and a combination of synchronous with asynchronous. Thus, several benefits of such lessons have been reported, but it has been stated that practical problems related to technological complications may arise (Shoemaker and van Stam, 2010;Pike and Shoemaker, 2013;Kruse, 2014;Denis, 2017).…”

Section: Online Music Education During Covid 19 Pandemicmentioning

confidence: 99%

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Students' Attitudes Toward Online Music Education During the COVID 19 Lockdown

2021

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Given the current pandemic context generated by COVID 19, important changes in the way specific subjects to music education are taught emerged, affecting not only the particularities of learning and teaching in individual courses, but also the other courses regarding group learning or theoretical subjects. In this time, emergency remote teaching and learning requires cross-collaboration between instructional, content, and technological teams. Our research examines the students' attitudes toward online education, also presenting proposals for optimization and efficiency. The research was undertaken after an experience of a University semester in a lockdown context, and it aimed at undergraduate and master's degree students from music faculties in Romania. An important result was the mediating role of perceived utility of e-learning methods, perceived utility mediated the associations between compatibility of online methods and satisfaction toward the use of e-learning methods. The perceived compatibility of e-Learning methods with online music education led to a higher perceived utility which, in turn, predicted a higher satisfaction toward e-Learning Although this period accentuated the fear of interaction with others, the anxiety related to the unknown, the intolerance of uncertainty did not predict the satisfaction toward the use of e-learning platforms. In conclusion, more educational initiatives are needed to promote remote teaching methods in music education. In the absence of similar research in our country, we considered that future research on this topic is needed.

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Section: Discussionmentioning

confidence: 99%

Section: Online Music Education During Covid 19 Pandemicmentioning

confidence: 99%

Students' Attitudes Toward Online Music Education During the COVID 19 Lockdown

2021

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“…Vurdering beskrives som den mest kraftfulle enkeltkomponenten for laering i formell utdanning, i både positiv og negativ forstand. Positivt kan vurdering fremme laering og motivasjon, mens dårlig vurderingspraksis i verste fall kan underminere både innhold og tilnaerminger i undervisning (Boud et al, 1999;Denis, 2018). Til sammen danner dette et fruktbart bakteppe for å diskutere hvordan ØM fungerer, med tanke på både underveis-og sluttevaluering (karakterer).…”

Section: Tidligere Forskning Om Kvalitetsvurdering Av Kunstunclassified

Evaluering av konsertformidling i høyere utdanning

Waade¹,

Dalane²

2021

Higher Education as Context for Music Pedagogy Research

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This chapter is based on an examination of the subject Dissemination and Concert Production, which is part of the bachelor program for music teacher education at Nord University, Levanger. The authors highlight challenges and opportunities that this subject gives for teachers and students, with particular focus on how to assess a subject that is about creating and presenting concert productions. The Danish model “ønskekvistmodellen” (ØM) is employed as an analysis and evaluation tool to examine the students work with improving the quality of creating, performing and evaluating various concert productions in the years 2017–2019. Data material for the chapter consists of surveys, group interviews and video observation, as well as written reports from the student’s participation at music and art festival (Vrimmel-festivalen) in the northern part of Mid-Norway.

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“…It is worthy of note that assessment in music education has been a common topic of conversation for researchers (Denis, 2018;Fisher, 2008;Payne et al, 2019;Scott, 2012). Music educators, especially those in the basic schools in Ghana, have been faced with the pressures of increasing reliance on standardised assessment, including portfolio assessment schemes which have never worked for many years.…”

Section: Introductionmentioning

confidence: 99%

Ethnomus Performative Analytical Tool: A Conceptual Thought in Performance Analysis of School Music in Ghanaian Cultural Context

Arko-Mensah

2024

British Journal of Education, Learning and Development Psycholo

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One of the areas of school music that have drawn attention to researchers is how music performances can be analysed by way of assessment to obtain objectivity in awarding specific grades to students involved in the performance. This paper highlights Ethnomus assessment tool, a culturally contextualised analytical tool for analysing and assessing school musical performances objectively. Additionally, it sheds light on prevalent notions of discussing music using Western musical discourse theories. Simultaneously, it establishes specific analytical frameworks that are adapted to the cultural context for the evaluation of music performances in Ghanaian educational institutions. The paper was approached topically and deductively in order to unravel situations of subjectivity and narrowness of the Westernised analysis and projects a thought that comprehensively situates itself within an African context for music performance assessment. The core of the Ethnomus assessment is in how the cultural elements have been used in the performance as well as the thoughts of audience about the performance. Three people are involved in the assessment procedure: the teacher, the student (performer) and the audience. The paper establishes the Ethnomus assessment tool for school music performance, aiming to contribute to the ongoing discourse in this field and promote objectivity within the specific context of Ghanaian culture. The recommendation is made for educators and musical analysts to adopt a holistic approach, drawing upon the Ethnomus assessment presented in the paper as a foundation for their assessments and analyses. This approach is envisioned to enhance the depth and objectivity of evaluation of musical performances in schools within the Ghanaian cultural milieu.

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Assessment in Music: A Practitioner Introduction to Assessing Students

Cited by 9 publications

References 39 publications

Students' Attitudes Toward Online Music Education During the COVID 19 Lockdown

Students' Attitudes Toward Online Music Education During the COVID 19 Lockdown

Evaluering av konsertformidling i høyere utdanning

Ethnomus Performative Analytical Tool: A Conceptual Thought in Performance Analysis of School Music in Ghanaian Cultural Context

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