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Assessment of musical knowledge from a life-world- phenomenological perspective
Luleå University of Technology, Department of Arts, Communication and Education, Music and dance.ORCID iD: 0000-0002-9266-786X
2010 (English)In: Crossing Borders: Nordic Research in Music Education in an International Perspective / [ed] Karin Johansson, Lund University: Malmö Academy of Music , 2010Conference paper, Meeting abstract (Other academic)
Abstract [en]

In the current time, when all syllabuses in all subjects and school forms are rewritten in Sweden, assessment is a concept for discussions in several settings at several levels. Formal and informal, formative and summative assessment of musical knowledge has been carried out in all settings where musical performance has taken place. In several contexts the idea of how different qualities of musical knowledge are performed, is constituted and re-created through sharing of experiences. Concepts and descriptions of the qualities, that are possible to transcend between time and space, and possible to use as a base for discussion and reflection upon musical knowledge are missing though. A prerequisite for such a conceptualising is a common understanding of what musical knowledge is. This presentation will take life-world-phenomenology as a point of departure for defining musical learning and knowledge, a base for a further discussion about how musical knowledge can be assessed, and how assessment can become a part of learning of music. Briefly, life-world-phenomenology defines learning as temporally elongated insights, from a behavioural perspective, a temporally elongated process leading to competence, and from an existential perspective, a person’s acquisition of confidence or beliefs in her/his capabilities to do something. Through interaction with the world insights, music and instruments are embodied. Musical learning consists in other words of theoretical, practical and existential dimensions and can be described as ending up in an ”I-can-feeling”, or in a set of “I cans”. Consequently this tradition admits a holistic view of learning and knowledge, which puts demands to the function of assessment. One challenge is to formulate goals that encourage and value holistic learning processes and “I-can-music”. A second is to find concepts of qualities that cover and grasp holistic musical knowledge, and at the same time integrate assessment into the process of teaching and learning. One question that has to be considered, is how “I-can” is possible to assess. In other words this is about to find forms of assessment that harmonize with performances of embodied musical knowledge. Another challenge that is connected to integration of assessment into the process of teaching and learning of music, are dimensions of power. If teaching and learning is all about sharing of experiences, which Life-world-phenomenological didaktik implies, what about the asymmetric relation between teachers and students in assessing situation? In the presentation the questions and issues of assessment will be discussed into light of life-world-phenomenology, which hopefully contribute to a larger discussion about assessment of aesthetic ability and competence.

Place, publisher, year, edition, pages
Lund University: Malmö Academy of Music , 2010.
National Category
Pedagogy
Research subject
Music Education
Identifiers
URN: urn:nbn:se:ltu:diva-32641Local ID: 73310000-fc83-11de-bae5-000ea68e967bOAI: oai:DiVA.org:ltu-32641DiVA, id: diva2:1005875
Conference
Nordiskt Nätverk för Musikpedagogisk Forskning : 20/04/2010 - 22/04/2010
Note
Godkänd; 2010; 20100108 (cefe)Available from: 2016-09-30 Created: 2016-09-30 Last updated: 2017-11-25Bibliographically approved

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Citation style
  • apa
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  • vancouver
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  • de-DE
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