- 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
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.
John A. Carpente, PhD, MT-BC, LCAT, is an associate professor of music therapy at Molloy College, founder and executive director of the Rebecca Center for Music Therapy, and founding director of the Center for Autism and Child Development at Molloy. He has twenty years of clinical and supervisory experience working in a variety of clinical settings serving children, adolescents, and adults with neurodevelopmental disorders. He is a founding member of the International Music Therapy Assessment Consortium and the creator of the Developmental Relationship-based Music Therapy model. In addition, he authored the internationally utilized assessment tool Individual Music-Centered Assessment Profile for Neurodevelopmental Disorders (IMCAP-ND). Dr. Carpente has published numerous book chapters and articles on improvisational music therapy with children with autism spectrum disorder. He has presented his work domestically and internationally and is frequently invited to guest lecture at various universities in the United States, Europe, and South America. Therapy, and founding director of the Center for Autism and Child Development at Molloy.
Kenneth Aigen is associate professor in music therapy at New York University. He has lectured internationally and authored numerous publications on Nordoff-Robbins music therapy, qualitative research, and music-centered music therapy. He is president of the Nordoff-Robbins Music Therapy Foundation and a trustee of Nordoff-Robbins International. He is a past president of the American Association for Music Therapy, is a recipient of the Research and Publications Award from the American Music Therapy Association, and was the scientific committee chairman for the Ninth World Congress of Music Therapy. Honors include the Research and Publications Award from the American Music Therapy Association and the Lindback Award for Distinguished Teaching from Temple University. His most recent book is The Study of Music Therapy: Core Issues and Concepts. His current research focuses on the everyday uses of music by adults on the autism spectrum.
Access to the complete content on Oxford Handbooks Online requires a subscription or purchase. Public users are able to search the site and view the abstracts and keywords for each book and chapter without a subscription.
If you have purchased a print title that contains an access token, please see the token for information about how to register your code.