- 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 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.
Roger Mantie is associate professor in the Department of Arts, Culture and Media at University of Toronto Scarborough. His work emphasizes connections between schooling and society, with a focus on lifelong engagement in and with music and the arts. He is co-editor of the Oxford Handbook of Technology and Music Education (2017) and the Oxford Handbook of Music Making and Leisure (2016). Learn more at rogermantie.com.
Beatriz Ilari is associate professor of music education at the University of Southern California (USC). Prior to her appointment at USC, she worked as associate professor of music education at the Federal University of Paraná in Brazil (2003–2010) and as the Lozano Long Visiting Associate Professor of Latin American Studies at the University of Texas in Austin. Her main research interests lie in the intersection of music, childhood, cognition, and culture. She is currently a research fellow at USC’s Brain and Creativity Institute and a co-investigator on the Advancing Interdisciplinary Research in Singing initiative. She is currently on the editorial boards of the Journal of Research in Music Education, Music and Science, Psychology of Music, Musicae Scientiae, and Research Studies in Music Education, and the editor of Perspectives: Journal of the Early Childhood Music and Movement Association.
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