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 (http://dx.doi.org/10.1017/S0265051702000220)

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.

ORCID iDs

Byrne, Charles ORCID: https://orcid.org/0000-0003-4230-315X

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• Item metadata

  Item type:	Article
  ID code:	3321
  Dates:	Date Event 2002 Published
  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:	14 Jul 2021 01:06
  URI:	https://strathprints.strath.ac.uk/id/eprint/3321