- 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
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?
Sidsel Karlsen is professor of music education at the Norwegian Academy of Music and docent at the Sibelius Academy, University of the Arts Helsinki, Finland. She has published widely in international research journals and is a frequent contributor to international anthologies and handbooks. Her research interests include cultural diversity in music education, the interplay between formal and informal arenas for music learning, and the social and cultural significance of music festivals. Currently she is one of two PIs for the research project Global Visions through Mobilizing Networks: Co-developing Intercultural Music Teacher Education in Finland, Israel and Nepal (funded by the Academy of Finland 2015–2019). She also works within the project of The Social Dynamics of Musical Upbringing and Schooling in the Norwegian Welfare State (funded by the Research Council of Norway 2018–2022).
Geir Johansen is professor emeritus of music education and music didactics at the Norwegian Academy of Music in Oslo, Norway, holding a PhD in music education. He has contributed widely at international conferences and in international research journals. His research interests include all aspects of the sociology of music education, philosophical as well as empirical. Within this scope, his research interests are directed toward subject areas such as curriculum implementation, educational quality, identity, professions and professionalism, talent education, hidden curricula, and conservatoires in society. He teaches and supervises on the master’s and PhD levels, and he frequently serves as a PhD defense opponent in Norway as well as abroad. Johansen is coeditor of the upcoming Routledge Handbook on the Sociology of Music Education.
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