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    Developing a framework for the assessment of musical learning: Resolving the dilemma of the "parts" and the "whole"

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    Author
    Cantwell, RH; Jeanneret, N
    Date
    2004-12-01
    Source Title
    Research Studies in Music Education
    Publisher
    SAGE Publications
    University of Melbourne Author/s
    Jeanneret, Neryl
    Affiliation
    Melbourne Graduate School of Education
    Metadata
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    Document Type
    Journal Article
    Citations
    Cantwell, R. H. & Jeanneret, N. (2004). Developing a framework for the assessment of musical learning: Resolving the dilemma of the "parts" and the "whole". Research Studies in Music Education, 22 (1), pp.2-13. https://doi.org/10.1177/1321103X040220010201.
    Access Status
    This item is currently not available from this repository
    URI
    http://hdl.handle.net/11343/28149
    DOI
    10.1177/1321103X040220010201
    Description

    C1 - Refereed Journal Article

    Abstract
    <jats:p> Recent debate within the domain of music education has focussed on issues of discriminating between higher and lower quality learning outcomes. Much of this debate has centred on the language of music education, particularly in giving both substantive and psychometric meaning to terms as diverse as `the craft of music', `musical skills', `originality', `musically convincing', and `convincing development of ideas'. Moreover, in the search for standardisation in music assessment, much of what is conventionally described in assessment criteria reduces musical assessment to quantifiable competencies often not indicative of the higher-order musical thinking underlying the production of these competencies. That is, assessment often fails to resolve the dilemma of the `parts' and the `whole'. In this paper we propose an assessment framework based upon a synthesis of current text processing theory with Biggs and Collis' (1982) SOLO Taxonomy. We propose that musical assessment should primarily be sensitive to the quality and structure of music thinking. We argue that musical learning, like other domains of learning, can be analysed for evidence of structural quality and coherence, and that such evaluations may provide viable diagnostic as well as summative information about musical outcomes. </jats:p>
    Keywords
    Performing Arts and Creative Writing

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