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dc.contributor.authorLebler, Don
dc.contributor.authorHarrison, Scott
dc.contributor.editorJohn Rink, Helena Gaunt, and Aaron Williamon
dc.date.accessioned2018-10-23T12:31:21Z
dc.date.available2018-10-23T12:31:21Z
dc.date.issued2017
dc.identifier.isbn9780199346677
dc.identifier.doi10.1093/acprof:oso/9780199346677.003.0006
dc.identifier.urihttp://hdl.handle.net/10072/378666
dc.description.abstractThe complexity of assessing musical performance as a nonverbal art form is well known within the field of professional practice. This chapter addresses key issues including the tension between assessing craftsmanship and artistry. It surveys the strong tradition of expert panel assessment that continues to be the hallmark of musical performance assessment in many contexts, in relation to both solo and ensemble performance. It also explores how such practices may intersect with the development of self-assessment and self-reflection as core professional skills for performers, as well as the processes of formative and summative assessment. Finally, it argues that the making of musicians is a lifelong process in which assessment and examination have an important role but are by no means the only factor in determining whether or not a music student’s eventual career will be successful.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherOxford University Press
dc.publisher.placeUnited States
dc.relation.ispartofbooktitleMusicians in the Making: Pathways to Creative Performance
dc.relation.ispartofchapter5
dc.relation.ispartofpagefrom93
dc.relation.ispartofpageto107
dc.subject.fieldofresearchStudies in Creative Arts and Writing not elsewhere classified
dc.subject.fieldofresearchcode199999
dc.titleEvaluating progress and setting directions: examination and assessment
dc.typeBook chapter
dc.type.descriptionB1 - Chapters
dc.type.codeB - Book Chapters
gro.facultyArts, Education & Law Group, Queensland Conservatorium
gro.hasfulltextNo Full Text
gro.griffith.authorHarrison, Scott D.
gro.griffith.authorLebler, Don


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