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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Official URL: 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.

Creators(s):	Sheridan, Mark and Byrne, Charles ORCID: https://orcid.org/0000-0003-4230-315X;
Item type:	Article
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:	29 May 2020 00:11
URI:	https://strathprints.strath.ac.uk/id/eprint/3321
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