The Oxford Handbook of Philosophical and Qualitative Assessment in Music Education offers critical perspectives on a wide range of conceptual and practical issues in music education assessment and evaluation as these apply to music education in schools and community settings.
The Oxford Handbook of Philosophical and Qualitative Assessment in Music Education offers critical perspectives on a wide range of conceptual and practical issues in music education assessment and evaluation as these apply to music education in schools and community settings.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
David J. Elliott is Professor of Music and Music Education at New York University. He is the author of Music Matters: A Philosophy of Music Education, editor of Praxial Music Education: Reflections and Dialogues, founder and editor of the International Journal of Community Music, and an award-winning composer/arranger with works published by Boosey & Hawkes. Marissa Silverman is Associate Professor and Coordinator of Undergraduate Music Education at the John J. Cali School of Music of Montclair State University. A Fulbright Scholar, her research interests include urban music education, music and social justice, interdisciplinary education, community music, and topics in the philosophy of music and music education. Gary E. McPherson is Ormond Professor of Music and Director of the Melbourne Conservatorium of Music at the University of Melbourne. He is a past President of the Australian and International Societies for Music Education and author of over 200 publications, including editing for OUP, The Child as Musician, Musical Prodigies, and co-editing The Oxford Handbook of Music Education.
Inhaltsangabe
* I. Foundational Considerations * 1. Philosophical and qualitative perspectives on assessment in music education: Introduction, aims, and overview * David J. Elliott, Marissa Silverman, and Gary E. McPherson * 2. Institutional music education and ranking as a form of subjectification: The merits of resistance and resilience * Lise C. Vaugeois * 3. An ethical consideration of assessment in music education through the lens of Levinas Kathryn Jourdan and John Finney * 4. The primacy of experience: Phenomenology, embodiment, and assessments in music education * Andrea Schiavio * 5. Critically assessing forms of resistance in music education * Brent C. Talbot and Hakim Mohandas Amani Williams * 6. Evaluation for equality: Applying a classical pragmatist perspective in qualitative assessment in Finnish general music education * Lauri Väkevä * 7. Could there be Deleuzian assessment in music education? * Lauren Kapalka Richerme * II. Methodological Practices * 8. Music teacher evaluation, teacher effectiveness, and marginalized populations: * A tale of cognitive dissonance and perverse incentives * Karen Salvador and Janice Krum * 9. The influence of assessment on learning and teaching: Using assessment to enhance learning oHowSusan Hallam * 10. The McDonald's metaphor: The case against assessing standards-based learning outcomes in music education * John Kratus * 11. Habits of mind as a framework for assessment in music education * Jillian Hogan and Ellen Winner * 12. Alternative assessment for music students with significant disabilities: Collaboration, inclusion, and transformation * Donald DeVito, Megan M. Sheridan, Jian-Jun Chen-Edmund, David Edmund, and Steven Bingham * 13. A music-centered perspective on music therapy assessment * John Carpente and Kenneth Aigen * 14. A case for integrative assessment from a Freirian perspective * Frank Abrahams * III. Creativity * 15. Cultural imperialism and the assessment of creative work * Juniper Hill * 16. Enter the feedback loop: Assessing music technology in music education with personal bests Adam Patrick Bell * 17. Improvisation, enaction, and self-assessment * Dylan van der Schyff * 18. Philosophy of assessment in popular music education * Bryan Powell and Gareth Dylan Smith * 19. "He sings with rhythm; he is from India": Children's drawings and the music classroom Roger Mantie and Beatriz Ilari * IV. International Perspectives * 20. The assessment of classroom music in the lower secondary school: The English experience Martin Fautley * 21. Imagining beyond ends-in-view: The ethics of assessment as valuation in Nepali music education * Danielle Shannon Treacy, Vilma Timonen, Alexis Anja Kallio, and Iman Shah * 22. Assessment as care: A South African perspective * Janelize van der Merwe * 23. Assessment and the dilemmas of a multi-ideological curriculum: The case of Norway * Sidsel Karlsen and Geir Johansen * 24. Building a culture of ethical, comparable, authentic assessment: Music education in Queensland * Andrew Reid and Julie Ballantyne * 25. Music as bildning: The impracticability of assessment within the Scandinavian educational tradition * Johan Söderman * 26. Non-regulated assessment in music education: An urban Iranian outlook * Nasim Niknafs * 27. International perspectives on assessment in music education * Alexandra Kertz-Welzel * Notes * Author Index * Subject Index
* I. Foundational Considerations * 1. Philosophical and qualitative perspectives on assessment in music education: Introduction, aims, and overview * David J. Elliott, Marissa Silverman, and Gary E. McPherson * 2. Institutional music education and ranking as a form of subjectification: The merits of resistance and resilience * Lise C. Vaugeois * 3. An ethical consideration of assessment in music education through the lens of Levinas Kathryn Jourdan and John Finney * 4. The primacy of experience: Phenomenology, embodiment, and assessments in music education * Andrea Schiavio * 5. Critically assessing forms of resistance in music education * Brent C. Talbot and Hakim Mohandas Amani Williams * 6. Evaluation for equality: Applying a classical pragmatist perspective in qualitative assessment in Finnish general music education * Lauri Väkevä * 7. Could there be Deleuzian assessment in music education? * Lauren Kapalka Richerme * II. Methodological Practices * 8. Music teacher evaluation, teacher effectiveness, and marginalized populations: * A tale of cognitive dissonance and perverse incentives * Karen Salvador and Janice Krum * 9. The influence of assessment on learning and teaching: Using assessment to enhance learning oHowSusan Hallam * 10. The McDonald's metaphor: The case against assessing standards-based learning outcomes in music education * John Kratus * 11. Habits of mind as a framework for assessment in music education * Jillian Hogan and Ellen Winner * 12. Alternative assessment for music students with significant disabilities: Collaboration, inclusion, and transformation * Donald DeVito, Megan M. Sheridan, Jian-Jun Chen-Edmund, David Edmund, and Steven Bingham * 13. A music-centered perspective on music therapy assessment * John Carpente and Kenneth Aigen * 14. A case for integrative assessment from a Freirian perspective * Frank Abrahams * III. Creativity * 15. Cultural imperialism and the assessment of creative work * Juniper Hill * 16. Enter the feedback loop: Assessing music technology in music education with personal bests Adam Patrick Bell * 17. Improvisation, enaction, and self-assessment * Dylan van der Schyff * 18. Philosophy of assessment in popular music education * Bryan Powell and Gareth Dylan Smith * 19. "He sings with rhythm; he is from India": Children's drawings and the music classroom Roger Mantie and Beatriz Ilari * IV. International Perspectives * 20. The assessment of classroom music in the lower secondary school: The English experience Martin Fautley * 21. Imagining beyond ends-in-view: The ethics of assessment as valuation in Nepali music education * Danielle Shannon Treacy, Vilma Timonen, Alexis Anja Kallio, and Iman Shah * 22. Assessment as care: A South African perspective * Janelize van der Merwe * 23. Assessment and the dilemmas of a multi-ideological curriculum: The case of Norway * Sidsel Karlsen and Geir Johansen * 24. Building a culture of ethical, comparable, authentic assessment: Music education in Queensland * Andrew Reid and Julie Ballantyne * 25. Music as bildning: The impracticability of assessment within the Scandinavian educational tradition * Johan Söderman * 26. Non-regulated assessment in music education: An urban Iranian outlook * Nasim Niknafs * 27. International perspectives on assessment in music education * Alexandra Kertz-Welzel * Notes * Author Index * Subject Index
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