Musical assessment and learning

Musical

assessment

and learning

© ABRSM 2015

Making music through

playing an instrument

is a unique, positive,

worthwhile and

meaningful experience

© ABRSM 2015

The opportunity to

make music and to

progress should be

available to as many

people as possible

© ABRSM 2015

The value and benefits

of this experience are

significantly enhanced

by making progress in

music-making skills

© ABRSM 2015

Everything from the neck upwards!

How much of our brain is affected by music?

© ABRSM 2015

Perks of learning an instrument:

Eye/hand

coordination

Fine motor control

Confidence &

communication

Cognitive skills

connect

with practical

skills

Realisation of

ideas and

imagination

Technical

skills

Performance skills

Perception &

awareness

Knowledge & understanding

Notation skills

Listening skills

© ABRSM 2015

Craft skills and study skills; doing and thinking

Study:

Reading

Writing

Recognising

Composing

Craft:

Playing

Practising

Performing

Improvising

© ABRSM 2015

Musical skills translate into life skills

Enhances

perceptual

and listening

skills relating

to language

Combines both

mental and physical

activities, develops

memory skills

Fosters self-

evaluation and

independent

learning

Provides

opportunities for

expression of

ideas and

emotions

© ABRSM 2015

Speaking

& Listening

Reading

& Writing

Knowing &

Understanding

© ABRSM 2015

Performing

& listening

to music

Reading &

writing

music

Knowing &

understanding

how music

works

© ABRSM 2015

Different combinations of

these ‘primary colours’ make

available to the learner the

full spectrum of different

musical activities

© ABRSM 2015

Performing

& listening

to music

Reading &

writing

music

Knowing &

understanding

how music

works

Improvising

Transposing

Playing by ear

Interpreting

from score

Talking about

music

Composing

Playing in an

ensemble

Teaching

Progress and achievement are the strongest personal motivators towards becoming a lifelong independent learner

Sustained progression and achievement in music-making are closely linked to effective assessment

© ABRSM 2015

Progress and achievement are the strongest personal motivators towards becoming a lifelong learner

Progression: linear / performance-based

Progression: organic / process-based

Dependent learner Independent learner

• Taking responsibility for one’s own learning & progression:

• Self-reliance involves self-assessment

Progression

&

Assessment

Effective teacher assessment:

Valid Reliable

Consistent Meaningful

identifies the right

things to focus on

feedback has diagnostic

value to the student

weighs up strengths and

weaknesses correctly

stays reliable from

lesson to lesson

© ABRSM 2015

• Performing skills

• Technical skills

• Reading skills

• Listening skills

• Knowing & understanding

Inter-related musical skills

Performing skills

Technical skills Reading skills Listening skills

Knowledge &

understanding

© ABRSM 2015

• I’m not enjoying it anymore

• I don’t feel like I’m getting anywhere

• I haven’t got enough time to practise

• It’s not really for me

• I need to concentrate on other things

• I don’t think I’m musical

• I’m not very good at it

Why do learners ‘give up’ ?

© ABRSM 2015

• Usually the underlying reason students ‘give up’ an instrument is that they no longer feel they are making progress - the powerful intrinsic personal motivator of feeling competent, has gone

• This is why it’s so important to ‘support the supporting skills’ - ongoing progressive development of these is necessary to keep getting better at playing music

• Music-making’s multi-dimensional benefits are because it’s a ‘holistic activity’, requiring a unique combination of involvements/skills from the participant

• Therefore, sustainable musical progress requires input from right across the range of core supporting skills

Multi dimensional benefits – and demands

© ABRSM 2015

Chart of the regions; skill combinations

Playing and

Reading

Reading

without playing

Playing

Without reading

Without playing

or reading

© ABRSM 2015

Effective feedback

provides a balanced

evaluation of

strengths and

weaknesses across

relevant core skills

• Focuses on relevant aspects of the playing

• Gives a balanced assessment of strengths & weaknesses

• Describes and evaluates control of the underlying skills

• Suggests effective ways to improve

• Gives an opportunity to put remedies into practice

• Makes clear how this can be continued at home

Aspects of effective lesson feedback:

This is what you need to do to get better

This is the particular skill you need to work on

Here’s how you can practise that effectively

Remember what you know already can help you

Teacher assessment

What do I need to do to get better?

Which particular skill do I need to work on?

How can I practise that effectively?

What do I know already that can help me?

Self assessment

Progression: non-linear / learning-based

Dependent learner Independent learner

‘My own effort is the primary reason for my progress’

‘My progress motivates me and keeps me going’

‘I have the tools to judge my own strengths and weaknesses’

‘I have the skills, knowledge & understanding to find solutions for myself’

Self-reflective

Assessment

Intrinsic

Motivation

Self-reflective

Assessment

Virtuous Circle

Thank you

Any questions?

[email protected]

[email protected]

Musical assessment and learning

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