Ebb and flow of assessment in music

Mark Sheridan, Charles Byrne

    Research output: Contribution to journalArticle

    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.
    LanguageEnglish
    Pages135-143
    Number of pages8
    JournalBritish Journal of Music Education
    Volume19
    Issue number2
    DOIs
    Publication statusPublished - 2002

    Fingerprint

    music
    learning
    recording
    pupil
    monitoring
    Teaching
    teacher
    Music
    experience
    Pupil
    Reflective
    Monitoring
    Scotland

    Keywords

    • education
    • assessment
    • music
    • music education

    Cite this

    Sheridan, Mark ; Byrne, Charles. / Ebb and flow of assessment in music. In: British Journal of Music Education. 2002 ; Vol. 19, No. 2. pp. 135-143.
    @article{5a0a14003cd14443aab2591354315b4a,
    title = "Ebb and flow of assessment in music",
    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.",
    keywords = "education, assessment, music, music education",
    author = "Mark Sheridan and Charles Byrne",
    year = "2002",
    doi = "10.1017/S0265051702000220",
    language = "English",
    volume = "19",
    pages = "135--143",
    journal = "British Journal of Music Education",
    issn = "0265-0517",
    number = "2",

    }

    Ebb and flow of assessment in music. / Sheridan, Mark; Byrne, Charles.

    In: British Journal of Music Education, Vol. 19, No. 2, 2002, p. 135-143.

    Research output: Contribution to journalArticle

    TY - JOUR

    T1 - Ebb and flow of assessment in music

    AU - Sheridan, Mark

    AU - Byrne, Charles

    PY - 2002

    Y1 - 2002

    N2 - 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.

    AB - 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.

    KW - education

    KW - assessment

    KW - music

    KW - music education

    UR - http://dx.doi.org/10.1017/S0265051702000220

    U2 - 10.1017/S0265051702000220

    DO - 10.1017/S0265051702000220

    M3 - Article

    VL - 19

    SP - 135

    EP - 143

    JO - British Journal of Music Education

    T2 - British Journal of Music Education

    JF - British Journal of Music Education

    SN - 0265-0517

    IS - 2

    ER -