Matches in SemOpenAlex for { <https://semopenalex.org/work/W2247333005> ?p ?o ?g. }
- W2247333005 abstract "<p>This socio-cultural study investigated the assessment of group composing for a secondary school qualification, and the implications such assessment might have for teacher practice. It examines the validity of the contributions of group-composing students and classroom music teachers to the common purposes of learning, teaching, and assessment. The research was carried out in two cycles of practitioner inquiry where the researcher worked in collaboration with two teachers in their respective secondary schools to teach and assess group composing for New Zealand’s secondary school qualification, the National Certificates of Educational Achievement (NCEA). A wide range of data were gathered during the collaboration, including teacher and student interviews, recorded discussions, classroom materials and assessment documents, resulting in a rich data set. In the classroom, conceptual models of composing and creativity were used to bridge the discourses of formal and informal music learning, with the aim of engaging the students as thoughtful, independent artists, able to communicate their creative intentions clearly to each other, and to their teacher. During data analysis, cultural historical activity theory (CHAT) was used to analyse and interpret the complexities and contradictions associated with group composing and its assessment. A significant finding is that the incorporation of group composing into established senior secondary music programmes required teachers to make changes to their practice. The teachers’ experiences as learners, musicians and teachers, and their perceptions of professional identity, were found to be key factors in the extent to which they were able to make those changes. If the assessment of group composing was to be valid, then all participants, teachers and group composers alike, needed to engage with each other in the closely interrelated practices of composing, teaching and assessment. Multiple forms of musical authorship, particularly those of rhythm-section or novice players, proved to be problematic for the assessment system. What were regarded as valid contributions by some members of a group-composing ensemble were not necessarily regarded as valid by the teacher. Arriving at a final grade for each group-composing student not only required grading the music but also entailed the evaluation of portfolios of student achievement data, derived from collaborative interactions within the group. The teacher needed to interpret a complex mix of interpersonal, musical and social relationships among students. Therefore, a broad, socio-cultural assessment perspective was required, necessitating holistic, rather than atomised, judgments to be made across the entire compositional process. This thesis offers possible insights into how music teachers might reconcile the validity demands of a national assessment system with the considerable challenges posed by the ethical requirement to meet the diverse needs of their students. It adds to on-going debates in the literature about the nature of disciplinary knowledge in music education, what constitutes music curriculum in the 21st century, and how such curriculum knowledge might be assessed. It also throws new light upon the complexities and challenges of conducting collaborative action research in schools.</p>" @default.
- W2247333005 created "2016-06-24" @default.
- W2247333005 creator A5061090834 @default.
- W2247333005 date "2021-11-15" @default.
- W2247333005 modified "2023-10-12" @default.
- W2247333005 title "Assessing complexity: Group composing and New Zealand's National Certificates of Educational Achievement" @default.
- W2247333005 cites W1499005519 @default.
- W2247333005 cites W1506797647 @default.
- W2247333005 cites W1522222847 @default.
- W2247333005 cites W1540780775 @default.
- W2247333005 cites W1557684164 @default.
- W2247333005 cites W1560012333 @default.
- W2247333005 cites W1584697775 @default.
- W2247333005 cites W1590154464 @default.
- W2247333005 cites W1599265522 @default.
- W2247333005 cites W1655850657 @default.
- W2247333005 cites W1702768895 @default.
- W2247333005 cites W1734280967 @default.
- W2247333005 cites W177095211 @default.
- W2247333005 cites W1775995898 @default.
- W2247333005 cites W1780382453 @default.
- W2247333005 cites W1800348754 @default.
- W2247333005 cites W1906057136 @default.
- W2247333005 cites W1935491690 @default.
- W2247333005 cites W1938155775 @default.
- W2247333005 cites W1945379572 @default.
- W2247333005 cites W1967555382 @default.
- W2247333005 cites W1973765216 @default.
- W2247333005 cites W1974013424 @default.
- W2247333005 cites W1974528141 @default.
- W2247333005 cites W197647901 @default.
- W2247333005 cites W1981314686 @default.
- W2247333005 cites W1982262011 @default.
- W2247333005 cites W1983831826 @default.
- W2247333005 cites W1984950466 @default.
- W2247333005 cites W1986309319 @default.
- W2247333005 cites W1986555744 @default.
- W2247333005 cites W1989497643 @default.
- W2247333005 cites W1999986152 @default.
- W2247333005 cites W2000252638 @default.
- W2247333005 cites W2003739240 @default.
- W2247333005 cites W2008002310 @default.
- W2247333005 cites W2011962326 @default.
- W2247333005 cites W2013172240 @default.
- W2247333005 cites W2015580862 @default.
- W2247333005 cites W2016850603 @default.
- W2247333005 cites W2017896906 @default.
- W2247333005 cites W2028082438 @default.
- W2247333005 cites W2033395587 @default.
- W2247333005 cites W2034485175 @default.
- W2247333005 cites W2038515964 @default.
- W2247333005 cites W2043243775 @default.
- W2247333005 cites W2046179518 @default.
- W2247333005 cites W2046913550 @default.
- W2247333005 cites W2053821499 @default.
- W2247333005 cites W2054547652 @default.
- W2247333005 cites W2054704221 @default.
- W2247333005 cites W2056330418 @default.
- W2247333005 cites W2056446511 @default.
- W2247333005 cites W2061179840 @default.
- W2247333005 cites W2065188851 @default.
- W2247333005 cites W2069067065 @default.
- W2247333005 cites W2070170675 @default.
- W2247333005 cites W2072757313 @default.
- W2247333005 cites W2076774199 @default.
- W2247333005 cites W2079142338 @default.
- W2247333005 cites W2079602100 @default.
- W2247333005 cites W2085133896 @default.
- W2247333005 cites W2087176125 @default.
- W2247333005 cites W2090427644 @default.
- W2247333005 cites W2092023002 @default.
- W2247333005 cites W2094899349 @default.
- W2247333005 cites W2098741955 @default.
- W2247333005 cites W2099135791 @default.
- W2247333005 cites W2100377436 @default.
- W2247333005 cites W2102157479 @default.
- W2247333005 cites W2104754568 @default.
- W2247333005 cites W2110285057 @default.
- W2247333005 cites W2114994015 @default.
- W2247333005 cites W2116199508 @default.
- W2247333005 cites W2119162261 @default.
- W2247333005 cites W2122513519 @default.
- W2247333005 cites W2122543704 @default.
- W2247333005 cites W2122997249 @default.
- W2247333005 cites W2127586363 @default.
- W2247333005 cites W2128026258 @default.
- W2247333005 cites W2130337868 @default.
- W2247333005 cites W2131018663 @default.
- W2247333005 cites W2132028633 @default.
- W2247333005 cites W2137690618 @default.
- W2247333005 cites W2138903215 @default.
- W2247333005 cites W2139894798 @default.
- W2247333005 cites W2140936872 @default.
- W2247333005 cites W2141840375 @default.
- W2247333005 cites W2153623279 @default.
- W2247333005 cites W2154041216 @default.
- W2247333005 cites W2154211111 @default.
- W2247333005 cites W2160896557 @default.
- W2247333005 cites W2161247698 @default.
- W2247333005 cites W2162868789 @default.