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date: 19 August 2019

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.

Keywords: children’s drawings, visual representation, cultural understanding, projective technique, multimodality, lifeworlds

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