Making music or gaining grades? Assessment practices in tertiary music ensembles

Harrison, Scott; Lebler, Don; Carey, Gemma; Hitchcock, Matt Robert; O'Bryan, Jessica

doi:10.1017/s0265051712000253

Cited by 21 publications

(22 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Strom and Strom (2011) present a model, The Teamwork Skill Inventory, which is a further example of a method that can be used to identify individual competencies and detect learning needs with the purpose of promoting learning. Assessment at the individual level may also be valuable where feedback is emphasized as important for students’ development toward a future profession (Harrison, Lebler, Carey, Hitchcock, & O’Bryan, 2013).…”

Section: Resultsmentioning

confidence: 99%

“…Validity and reliability. One aspect that makes individual assessment unreliable is the fact that it is challenging for the teacher to assess individual contributions to a task that has been carried out within a cooperative setting (Gillies & Boyle, 2010;Harrison et al, 2013;Orr, 2010). This is related to the fact that teachers do not have the opportunity to always be present during the group's work (Murray & Boyd, 2015).…”

Section: Theme 5: Quality In Group Work Assessmentmentioning

confidence: 99%

See 1 more Smart Citation

Group Work Assessment: Assessing Social Skills at Group Level

Forsell

Frykedal

Chiriac

2019

Small Group Research

View full text Add to dashboard Cite

Group work assessment is often described by teachers as complex and challenging, with individual assessment and fair assessment emerging as dilemmas. The aim of this literature review is to explore and systematize research about group work assessment in educational settings. This is an integrated research area consisting of research combining group work and classroom assessment. A database search was conducted, inspired by the guidelines of the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses). The analysis and categorization evolved into a typology consisting of five themes: (a) purpose of group work assessment, (b) what is assessed in group work, (c) methods for group work assessment, (d) effects and consequences of group work assessment, and (e) quality in group work assessment. The findings reveal that research in the field of group work assessment notably focuses on social skills and group processes. Peer assessment plays a prominent role and teachers as assessors are surprising absences in the reviewed research.

show abstract

Section: Resultsmentioning

confidence: 99%

Section: Theme 5: Quality In Group Work Assessmentmentioning

confidence: 99%

Group Work Assessment: Assessing Social Skills at Group Level

Forsell

Frykedal

Chiriac

2019

Small Group Research

View full text Add to dashboard Cite

show abstract

“…In 2004, a research centre was established within the Conservatorium with foci relating to music education and training, artistic practice, communities and technology. Within the music education strand, recent studies have centred on ensemble assessment (Harrison, Lebler, Carey, Hitchcock, & O'Bryan, 2012), one-to-one pedagogy ) curriculum reformation , assessment in music (Lebler, Harrison, Carey, & Cain, 2013) and pedagogy in research degrees (Draper & Harrison, 2011;Harrison, 2012).…”

Section: Context For the Studymentioning

confidence: 99%

Assessment in Music Education: from Policy to Practice

Lebler¹,

Carey²,

Harrison³

2015

Landscapes: The Arts, Aesthetics, and Education

View full text Add to dashboard Cite

SCOPEThis series aims to provide conceptual and empirical research in arts education, (including music, visual arts, drama, dance, media, and poetry), in a variety of areas related to the post-modern paradigm shift. The changing cultural, historical, and political contexts of arts education are recognized to be central to learning, experience, and knowledge. The books in this series present theories and methodological approaches used in arts education research as well as related disciplinesincluding philosophy, sociology, anthropology and psychology of arts education.More information about this series at

show abstract

“…Ensembles thrive when trust is established between staff and students (Harrison et al 2013;O'Neill 2012), and this can only be nurtured over a prolonged period of time.…”

Section: Some Practical Considerationsmentioning

confidence: 99%

“…In music, the opportunity to make music in an ensemble is widely recognized as important in developing students' understanding of music, music making and musical culture, as well as vital communication skills (Kokotsaki and Hallam 2007;Harrison et al 2013). …”

mentioning

confidence: 99%

Rethinking the musical ensemble: A model for collaborative learning in higher education music technology

Ben-Tal

Salazar

2014

Journal of Music, Technology &Amp; Education

View full text Add to dashboard Cite

Kudac (Kingston University Digital Arts Collective) is an electronic improvisation ensemble that brings staff and students together for weekly musicking with technology -incorporating resources ranging from conventional instruments, to computers, to hacked circuit boards. A central element of the ensemble from its inception has been its democratic approach -staff and students explore the musical possibilities and challenges together and gradually mould their practice through a free exchange. In this article we consider the contribution of this ensemble in several overlapping domains: in relation to the individual students, in the context of a higher education music department, and at the intersection of research and teaching. We first survey the structure and activities of the ensemble, contextualizing this with reference to existing research in the fields of laptop performance, free improvisation and musical identity formation. We use this as a platform for tracing how such an ensemble may aid the social construction and shaping of creative identities at both an individual and collective level. We then examine the opportunities and challenges for a music department hosting such an ensemble before highlighting areas for future study.

show abstract

Making music or gaining grades? Assessment practices in tertiary music ensembles

Abstract: S c o t t D . H a r r i s o n , D o n L e b l e r , G e m m a C a r e y , M a t t H i t c h c o c k a n d J e s s i c a O ' B r y a n

Cited by 21 publications

References 22 publications

Group Work Assessment: Assessing Social Skills at Group Level

Group Work Assessment: Assessing Social Skills at Group Level

Assessment in Music Education: from Policy to Practice

Rethinking the musical ensemble: A model for collaborative learning in higher education music technology

Contact Info

Product

Resources

About