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Assessment in music education has been researched over many years. This research has taken a number of forms, and draws on an eclectic mixture of domains. Key informants have been: work done in general education, and teaching and learning, as well as music-specific work. Assessment in education must, first and foremost, serve the purpose of
Music education develops students' critical skills: their ability to listen, to value a wide variety of music, and to make judgements about musical quality. It also develops self-discipline, open-mindedness, creativity, aesthetic sensitivity and fulfilment. The music curriculum supports young people's musical development through providing them
29 cze 2020 · By reimagining long-standing norms related to content, pedagogy, and assessment, we can build a system that provides more students with access to a high-quality, equitable, and personally meaningful music education.
The Standards for Classroom Music Teacher Education Programmes are a toolkit aimed to support stakeholders running study programmes, to guide evaluation processes and as such to contribute to enhancing quality. Classroom music teacher education programmes are embedded in multiple structures
Music is fundamentally important throughout the curriculum for all children and young people in all schools and academies. However, its place is becoming increasingly at risk in a growing number of schools, regardless of type, organisation, or governance.
Principles that can be used to guide curricular decisions are provided. We then explore interdisciplinary work in music from perspectives of (1) the teacher, (2) the learner, (3) the overall curriculum, and (4) approaches and models for generating and organizing interdisciplinary experiences.
15 kwi 2019 · Curriculum is currently a big issue in England. What a school-based music curriculum should entail, what sorts of things should be taught and learned, and what makes for good learning experiences are all under consideration.
