- 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
In their classrooms, music educators draw upon critical pedagogy (as described by Freire, Giroux, and hooks) for the express purpose of cultivating a climate for conscientização. Conscientização, according to Paulo Freire (2006), “refers to learning to perceive social, political, and economic contradictions and to take action against the oppressive elements of reality” (p. 35). This consciousness raising is a journey teachers pursue with students, together interrogating injustices in communities and the world in order to transform the conditions that inform them. Learning to perceive social, political, and economic contradictions often leads to multiple forms of resistance in and out of music classrooms. This chapter explores the following question: What do critical forms of assessment look like in music classrooms that use critical pedagogy and embrace resistance to foster conscientization?
Brent C. Talbot is associate professor and coordinator of music education at the Sunderman Conservatory of Music at Gettysburg College. He is also artistic director of the Gettysburg Children’s Choir and the founding director of Gamelan Gita Semara. His teaching and scholarship, informed by his many travels as well as his experiences as a school music educator, examine power, discourse, and issues of social justice in varied settings for music learning around the globe. He is the editor of Marginalized Voices in Music Education (2018) and author of Gending Raré: Children’s Songs and Games from Bali (2017) and Finding a Way (2012). Brent serves on the editorial board of the Bulletin of the Council for Research in Music Education and is the associate editor of Action, Criticism, and Theory for Music Education. For more go to www.brentctalbot.com.
Hakim Mohandas Amani Williams, a native of Trinidad and Tobago, is an associate professor of Africana studies at Gettysburg College, where he is also the director of peace and justice studies and an affiliate of the Education, Globalization Studies, and Public Policy Departments. He received his doctorate in international educational development and peace education from Teachers College, Columbia University. He is an associate editor of Anthropology and Education Quarterly. His research and teaching interests are school violence, educational inequity, mediation, negotiation and conflict resolution, education for social change, postcolonialism, masculinities, human rights, and restorative justice. He was a visiting scholar at the Advanced Consortium for Cooperation, Conflict and Complexity at the Earth Institute and is one of the recipients of the inaugural Emerging Scholar Award from the African Diaspora Special Interest Group of the Comparative and International Education Society.
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