Assessment Policy in Music Education

2019 ◽  
pp. 1-32
Author(s):  
Richard Colwell
Keyword(s):  
Music Education ◽  
Opportunity To Learn ◽  
The United States ◽  
Music Programs ◽  
Whole Child ◽  
Arts Policy ◽  
Music Assessment ◽  
Accountability Movement ◽  
Child Assessments

The chapter describes the increasing role of assessment in music in a policy-driven accountability movement. As policy is related to politics and power, assessment has a major connecting role. The emphasis is on understanding the context in which music assessment is critical in providing the interpretive data from students, the curriculum, teacher education, and music programs. The context offered is historical and international, allowing for comparisons and trend analysis. Today’s accountability policies are well intentioned but inadequate as the United States lacks both an overall education and arts policy. In an effort to establish value in music education, policymakers have accepted a range of assessment indicators from regular tests to observations, performances, case studies, portfolios, and even speculations on needed resources for optimum opportunity to learn. Policymakers are receptive to outcomes other than skills to include “whole-child” assessments but less inclined to accept indicators of progress.

Teaching the Core Arts Standards in Modern Band

2021 ◽  
Vol 108 (1) ◽  
pp. 25-33
Author(s):  
Matthew Clauhs ◽  
Bryan Powell
Keyword(s):  
Music Education ◽  
Popular Music ◽  
Performance Standards ◽  
The United States ◽  
Music Programs ◽  
The Core ◽  
Grade Levels ◽  
Band Class ◽  
National Coalition ◽  
New Framework

The National Coalition for Core Arts Standards released standards for music education in 2014. These standards are guided by artistic processes and measured by performance standards specific to content areas and grade levels. As school districts in the United States adopt the Core Arts Standards for their music programs, it is imperative that modern band teachers demonstrate how their curriculum aligns with this new framework. Modern band is one approach to popular music education that is particularly well suited to address this new framework; the emphases of songwriting, improvising, critical listening, and group work in a learner-centered modern band class/ensemble are associated with a wide variety of standards. This article explores connections between popular music pedagogies and each of the processes in the Core Arts Standards and examines which standards may be most appropriate for modern band contexts.

Exploring Diverse Voices in the Classroom

2019 ◽  
Vol 33 (2) ◽  
pp. 97-99
Author(s):  
Chiao-Wei Liu
Keyword(s):  
United States ◽  
Music Education ◽  
Cultural Diversity ◽  
The United States ◽  
Student Population ◽  
Music Programs ◽  
Ethnic Stereotypes ◽  
Diverse Student ◽  
Diverse Student Population ◽  
Racial Ethnic

With the increasing diverse student population in the United States, schools across the country face the challenge of addressing cultural diversity in the classroom. While this topic is not new in the field of music education, researchers argue that voices of minoritized groups remain absent in most music programs. Even if different music cultures are introduced, they often reinforce existing racial/ethnic stereotypes. In this column, I would like to share one concept that I found helpful in addressing diversity in the classroom. Through my own work, I learned that the music with which students engage outside the classroom affords rich potential to discuss issues related to diversity. Inviting students to bring in music that matters to them helps them develop their own voices and to recognize and respect different voices, through which we acknowledge the complexity and multiplicity of how diversity plays out in human experiences.

Assessment in Music: A Practitioner Introduction to Assessing Students

2017 ◽  
Vol 36 (3) ◽  
pp. 20-28 ◽  
Author(s):  
John M. Denis
Keyword(s):  
Music Education ◽  
Learning Outcomes ◽  
Music Educators ◽  
Student Growth ◽  
Review Of Literature ◽  
Music Assessment ◽  
The Past ◽  
Accountability Movement

There has been an increased interest in documenting the growth and learning outcomes of students in all subjects in the past 20 years, and music education has not been immune to the accountability movement. Yet, in spite of the increased sociopolitical pressures put on educators, music has remained a difficult discipline to assess, which in turn has created tension between music educators and policymakers. This review of literature examines the basic nature of assessment in music education and discusses possible concepts and methods to improve practitioner understanding of student growth and learning. Topics include (a) What is assessment? (b) Why does assessment matter? (c) How do we assess in music? and (d) What challenges occur in music assessment?

Examination of Relationships between Participation in School Music Programs of Differing Quality and Standardized Test Results

2006 ◽  
Vol 54 (4) ◽  
pp. 293-307 ◽  
Author(s):  
Christopher M. Johnson ◽  
Jenny E. Memmott
Keyword(s):  
Middle School ◽  
Academic Achievement ◽  
Music Education ◽  
Standardized Test ◽  
The United States ◽  
Music Programs ◽  
Effect Sizes ◽  
School Music ◽  
And Mathematics ◽  
Choral Programs

The purpose of this investigation was to examine the relationship between participation in contrasting school music programs and standardized test scores. Relationships between elementary (third- or fourth-grade) students' academic achievement at comparable schools, but with contrasting music programs as to instructional quality, were investigated. Relationships also were examined between middle school (eighth-or ninth-grade) students' academic achievement and their participation in school music programs that also differed in quality. Participants (N = 4,739) were students in elementary (n = 1,119) and middle schools (n = 3,620) from the South, East Coast, Midwest, and West Coast of the United States. All scores were standardized for comparison purposes. Analysis of elementary school data indicated that students in exemplary music education programs scored higher on both English and mathematics standardized tests than their counterparts who did not have this high-quality instruction; however, the effect sizes were slight. Analysis of middle school data indicated that for both English and math, students in both exceptional music programs and deficient instrumental programs scored better than those in no music classes or deficient choral programs; however, the effect sizes were not large.

scholarly journals Benefits of music education to previously disadvantaged South African learners: Perspectives of music teachers in the greater Tshwane Metropolis

2019 ◽  
Vol 38 (1) ◽  
pp. 52-65
Author(s):  
Inette Swart
Keyword(s):  
Music Education ◽  
South African ◽  
Role Models ◽  
Music Teachers ◽  
Geographical Area ◽  
Music Programs ◽  
Academic Improvement ◽  
The Government ◽  
Shed Light

This article focuses on the role of access to music education as an agent of social change and as an important way of empowering previously disadvantaged learners, putting this forward as an argument against the proposed downscaling of music in schools as advocated by the government. This narrative inquiry shed light on the perceptions of participating teachers associated with various music programs in the same larger geographical area on the benefits of music education to learners, including instilling discipline and a sense of purpose, general academic improvement, opportunities for social connection, creating opportunities for income generation and future employment, providing role models for children who often came from broken families, and safety and keeping children off the streets, to name but a few. Innovations necessitated by resource allocation constraints are perceived by participating teachers to include sharing a limited number of instruments, teaching in groups, converting general facilities into teaching venues and finding creative ways of teaching theory. The sustainability of these programs is perceived by participating teachers to depend on feeder programs, former students qualifying as teachers, and support and donations from one or more outside sources. It is argued that it is necessary to heed the voices of previously disadvantaged people who are now benefiting from improved access to opportunities and to listen to their opinions about the advantages of music education.

scholarly journals Educação musical e projetos sociais: discutindo a relação entre música, pertencimento e demandas sociais em dois países

2021 ◽  
pp. 1-19
Author(s):  
Elisama da Silva Goncalves Santos ◽  
Anderson Brasil
Keyword(s):  
United States ◽  
Social Context ◽  
Music Education ◽  
Sense Of Belonging ◽  
The United States ◽  
Learning And Teaching ◽  
Object Learning ◽  
The Social ◽  
Teaching Music

The social projects in music are a modern topic in the field of music education. Due to the importance of the point provided here, it is indicated the expansion of the object learning and teaching music beyond the aspects of social context in which these music social projects are inserted. Therefore, we seek to achieve an expanded look at the musical experiences offered in social projects not only in Brazil, but also in contexts with refugees originally from countries at war. In this article, we also illustrate experiences in social projects located in North Dakota, in the United States. Through dialogues with researchers of music education, we seek to reflect on the situation of refugees from countries at war, the sense of belonging, and the role of music education in communities in relation to the demands that permeate the musical aspects.

Modern Band: A Review of Literature

2021 ◽  
pp. 875512332098852
Author(s):  
Bryan Powell
Keyword(s):  
United States ◽  
Literature Review ◽  
Music Education ◽  
Popular Music ◽  
Teaching And Learning ◽  
The United States ◽  
Music Programs ◽  
Future Research ◽  
School Music ◽  
K 12

The recent increase in popular music education in K–12 school music programs is in part due to the expansion of modern band programming throughout the United States. Modern band is a term used to describe school music ensembles that include popular music instruments and focus on performing music that is meaningful to the students while incorporating songwriting. The purpose of this literature review was to examine relevant research related to modern band music programs in the United States and provide implications for music teaching and learning. Music researchers and professionals have recently addressed specific issues related to increasing the diversity of school music programs, addressing elements of culturally responsive curricula, and positively affecting the social and emotional development of students through modern band. Throughout this literature review, I provide implications for music teachers and discuss areas for future research.

The Oxford Handbook of Assessment Policy and Practice in Music Education, Volume 2

2019 ◽  
Keyword(s):  
Music Education ◽  
Music Performance ◽  
State Level ◽  
The United States ◽  
Music Technology ◽  
Policy And Practice ◽  
Education Practice ◽  
Music Assessment ◽  
Secondary Music ◽  
Technical Issues

This volume of the handbook addresses music education practice and technology in 37 chapters written by fifty three leading experts from across the world. The volume is divided into three sections and closes with an epilogue. Part 1, “Music Assessment in the United States,” presents a review of legislation and case law, national assessment trends, and state-level assessment programs in eight states. Part 2, “Assessment of Student Music Learning,” covers the practice of assessment in early childhood, special needs, primary, and secondary music classrooms and ensembles. Part 3, “Assessment and Music Technology,” covers policy and practice for technologically assisted music assessment, and details technical issues related to computerized assessment of music performance. The epilogue brings the handbook to a close with a review of the state of the art of music assessment, and introduces the International Principles of Assessment in Music Education.

“My voice speaks for itself”: The experiences of three transgender students in American secondary school choral programs

2019 ◽  
Vol 38 (1) ◽  
pp. 126-146
Author(s):  
Joshua Palkki
Keyword(s):  
Secondary School ◽  
Music Education ◽  
Choral Music ◽  
The United States ◽  
Music Educators ◽  
Music Programs ◽  
School Officials ◽  
Transgender Students ◽  
And Gender ◽  
Choral Programs

With the purpose of furthering lesbian, gay, bisexual, transgender, queer, questioning, and allies/agender/asexual (LGBTQA) dialogue in music education and to improve choral instruction for trans(gender) students, this multiple narrative case study explores the experiences of trans students in secondary school choral music programs in the United States. The emergent research design employed narrative and ethnographic techniques to honor and highlight voices of the three participants. The connection or lack thereof between voice and gender identity was different for each student. The policies of the students’ school districts, school officials, choral programs, and state music organizations shaped and influenced the participants as they navigated their trans identity within the high school choral context. Mentors (including teachers) and other “important others” helped these students as they traversed their gender journeys. From this research, it emerges that schools and choral programs can make policy changes to better serve trans youth, and more professional development and incorporation of (trans)gender issues is necessary for choral music educators.

How Musical We Are: John Blacking on Music, Education, and Cultural Understanding

2000 ◽  
Vol 48 (4) ◽  
pp. 336-359 ◽  
Author(s):  
Patricia Shehan Campbell
Keyword(s):  
Music Education ◽  
South African ◽  
The United States ◽  
Musical Experience ◽  
Musical Culture ◽  
Musical Thought ◽  
Professional Career ◽  
The United Kingdom ◽  
And Behavior

The distinguished music scholar John Blacking (1928-1990) made the study of music in culture and the nature of musical thought and behavior his lifelong quest. Although an anthropologist by training and an ethnomusicologist in his academic output, he produced a vast quantity of publications on the nature of musicality and musical development in the Venda children of northern Transvaal, South Africa. There are multiple purposes of this research, starting with a profile of the professional career of John Blacking, from his musical beginnings in England to his South African Odyssey of fieldwork and teaching of music as a social and cultural force, and finally to his teaching and scholarly contributions as an academic powerhouse and articulate advocate for the education of children in and through music in the United Kingdom, the United States, and internationally. An examination follows to gauge the extent of John Blacking's fieldwork and theoretical views relevant to music, education, and culture, with particular attention to Blackings approach to the study of children as a distinctive musical culture and the nature of their musicality, the central role of physical movement and dance as integrated within the musical experience, and the development of world musics in educational programs.

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