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.
|Number of pages||8|
|Journal||British Journal of Music Education|
|Publication status||Published - 2002|
- music education