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dc.contributor.authorCantwell, RH
dc.contributor.authorJeanneret, N
dc.date.available2014-05-21T21:12:47Z
dc.date.issued2004-12-01
dc.identifier.citationCantwell, 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.
dc.identifier.issn1321-103X
dc.identifier.urihttp://hdl.handle.net/11343/28149
dc.descriptionC1 - Refereed Journal Article
dc.description.abstractRecent 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.
dc.languageen
dc.publisherSAGE Publications
dc.subjectPerforming Arts and Creative Writing
dc.titleDeveloping a framework for the assessment of musical learning: Resolving the dilemma of the "parts" and the "whole"
dc.typeJournal Article
dc.identifier.doi10.1177/1321103X040220010201
melbourne.peerreviewPeer Reviewed
melbourne.affiliationThe University of Melbourne
melbourne.affiliation.departmentMelbourne Graduate School of Education
melbourne.source.titleResearch Studies in Music Education
melbourne.source.volume22
melbourne.source.issue1
melbourne.source.pages2-13
melbourne.publicationid84969
melbourne.elementsid293145
melbourne.contributor.authorJeanneret, Neryl
melbourne.internal.ingestnoteAbstract bulk upload (2017-07-20)
dc.identifier.eissn1834-5530
melbourne.accessrightsThis item is currently not available from this repository


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