Ebb and flow of assessment in music
Sheridan, Mark and Byrne, Charles (2002) Ebb and flow of assessment in music. British Journal of Music Education, 19 (2). pp. 135-143. ISSN 0265-0517
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Abstract
In Scotland, assessment procedures tend to dominate the teaching and learning of music. Teachers are concerned that the recording and measuring of pupils' output against set criteria are achieved at the expense of engaging them in meaningful, creative experiences. The authors have proposed elsewhere (Byrne and Sheridan, 2000) that music educators should consider the use of Csikszentmihalyi's 'flow' model (Csikszentmihalyi, 1992) as a possible reflective tool for monitoring, regulating and assessing learning in music.
Author(s): | Sheridan, Mark and Byrne, Charles ![]() | Item type: | Article |
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ID code: | 3321 |
Keywords: | education, assessment, music, music education, Musical instruction and study, Education (General), Music, Education |
Subjects: | Music and Books on Music > Musical instruction and study Education > Education (General) |
Department: | Faculty of Humanities and Social Sciences (HaSS) > School of Humanities > Music |
Depositing user: | Strathprints Administrator |
Date deposited: | 12 May 2007 |
Last modified: | 17 Oct 2019 00:18 |
URI: | https://strathprints.strath.ac.uk/id/eprint/3321 |
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