The Oxford Handbook of Philosophical and Qualitative Assessment in Music Education offers critical perspectives on a wide range of conceptual and practical issues in music education assessment and evaluation as these apply to music education in schools and community settings.
David J. Elliott is Professor of Music and Music Education at New York University. He is the author of Music Matters: A Philosophy of Music Education, editor of Praxial Music Education: Reflections and Dialogues, founder and editor of the International Journal of Community Music, and an award-winning composer/arranger with works published by Boosey & Hawkes. Marissa Silverman is Associate Professor and Coordinator of Undergraduate Music Education at the John J. Cali School of Music of Montclair State University. A Fulbright Scholar, her research interests include urban music education, music and social justice, interdisciplinary education, community music, and topics in the philosophy of music and music education. Gary E. McPherson is Ormond Professor of Music and Director of the Melbourne Conservatorium of Music at the University of Melbourne. He is a past President of the Australian and International Societies for Music Education and author of over 200 publications, including editing for OUP, The Child as Musician, Musical Prodigies, and co-editing The Oxford Handbook of Music Education.
Show moreThe Oxford Handbook of Philosophical and Qualitative Assessment in Music Education offers critical perspectives on a wide range of conceptual and practical issues in music education assessment and evaluation as these apply to music education in schools and community settings.
David J. Elliott is Professor of Music and Music Education at New York University. He is the author of Music Matters: A Philosophy of Music Education, editor of Praxial Music Education: Reflections and Dialogues, founder and editor of the International Journal of Community Music, and an award-winning composer/arranger with works published by Boosey & Hawkes. Marissa Silverman is Associate Professor and Coordinator of Undergraduate Music Education at the John J. Cali School of Music of Montclair State University. A Fulbright Scholar, her research interests include urban music education, music and social justice, interdisciplinary education, community music, and topics in the philosophy of music and music education. Gary E. McPherson is Ormond Professor of Music and Director of the Melbourne Conservatorium of Music at the University of Melbourne. He is a past President of the Australian and International Societies for Music Education and author of over 200 publications, including editing for OUP, The Child as Musician, Musical Prodigies, and co-editing The Oxford Handbook of Music Education.
Show moreI. Foundational Considerations
1. Philosophical and qualitative perspectives on assessment in
music education: Introduction, aims, and overview
David J. Elliott, Marissa Silverman, and Gary E. McPherson
2. Institutional music education and ranking as a form of
subjectification: The merits of resistance and resilience
Lise C. Vaugeois
3. An ethical consideration of assessment in music education
through the lens of Levinas Kathryn Jourdan and John Finney
4. The primacy of experience: Phenomenology, embodiment, and
assessments in music education
Andrea Schiavio
5. Critically assessing forms of resistance in music education
Brent C. Talbot and Hakim Mohandas Amani Williams
6. Evaluation for equality: Applying a classical pragmatist
perspective in qualitative assessment in Finnish general music
education
Lauri Väkevä
7. Could there be Deleuzian assessment in music education?
Lauren Kapalka Richerme
II. Methodological Practices
8. Music teacher evaluation, teacher effectiveness, and
marginalized populations:
A tale of cognitive dissonance and perverse incentives
Karen Salvador and Janice Krum
9. The influence of assessment on learning and teaching: Using
assessment to enhance learning oHowSusan Hallam
10. The McDonald's metaphor: The case against assessing
standards-based learning outcomes in music education
John Kratus
11. Habits of mind as a framework for assessment in music
education
Jillian Hogan and Ellen Winner
12. Alternative assessment for music students with significant
disabilities: Collaboration, inclusion, and transformation
Donald DeVito, Megan M. Sheridan, Jian-Jun Chen-Edmund, David
Edmund, and Steven Bingham
13. A music-centered perspective on music therapy assessment
John Carpente and Kenneth Aigen
14. A case for integrative assessment from a Freirian
perspective
Frank Abrahams
III. Creativity
15. Cultural imperialism and the assessment of creative work
Juniper Hill
16. Enter the feedback loop: Assessing music technology in music
education with personal bests Adam Patrick Bell
17. Improvisation, enaction, and self-assessment
Dylan van der Schyff
18. Philosophy of assessment in popular music education
Bryan Powell and Gareth Dylan Smith
19. "He sings with rhythm; he is from India": Children's drawings
and the music classroom Roger Mantie and Beatriz Ilari
IV. International Perspectives
20. The assessment of classroom music in the lower secondary
school: The English experience Martin Fautley
21. Imagining beyond ends-in-view: The ethics of assessment as
valuation in Nepali music education
Danielle Shannon Treacy, Vilma Timonen, Alexis Anja Kallio, and
Iman Shah
22. Assessment as care: A South African perspective
Janelize van der Merwe
23. Assessment and the dilemmas of a multi-ideological curriculum:
The case of Norway
Sidsel Karlsen and Geir Johansen
24. Building a culture of ethical, comparable, authentic
assessment: Music education in Queensland
Andrew Reid and Julie Ballantyne
25. Music as bildning: The impracticability of assessment within
the Scandinavian educational tradition
Johan Söderman
26. Non-regulated assessment in music education: An urban Iranian
outlook
Nasim Niknafs
27. International perspectives on assessment in music education
Alexandra Kertz-Welzel
Notes
Author Index
Subject Index
David J. Elliott is Professor of Music and Music Education at New
York University. He is the author of Music Matters: A Philosophy of
Music Education, editor of Praxial Music Education: Reflections and
Dialogues, founder and editor of the International Journal of
Community Music, and an award-winning composer/arranger with works
published by Boosey & Hawkes.
Marissa Silverman is Associate Professor and Coordinator of
Undergraduate Music Education at the John J. Cali School of Music
of Montclair State University. A Fulbright Scholar, her research
interests include urban music education, music and social justice,
interdisciplinary education, community music, and topics in the
philosophy of music and music education.
Gary E. McPherson is Ormond Professor of Music and Director of the
Melbourne Conservatorium of Music at the University of Melbourne.
He is a past President of the Australian and International
Societies for Music Education and author of over 200 publications,
including editing for OUP, The Child as Musician, Musical
Prodigies, and co-editing The Oxford Handbook of Music Education.
This wonderful book provides a positive roadmap for all music
educators everywhere and is a most welcome addition to our thinking
about contemporary music education practices.
*Mandy Stefanakis, Loud Mouth*
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