Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/15306
Title: 
Improvisation and music: Issues of assessment
Authors: 
Issue Date: 
Nov-2004
Citation: 
Dairianathan, E., & Stead, E. P. (2004). Improvisation and music: Issues of assessment. In L. C. Chew (Ed.), Innovation & enterprise: Education for the new economy: Proceedings for the ERAS Conference (pp. 448-459). Singapore: Educational Research Association.
Abstract: 
Much of the discussion in the literature on improvisation is addressed to those who are
already trained and facile in its practice. At the Music department of the Visual and
Performing Arts Academic group, National Institute of Education, Nanyang
Technological University, Improvisation is offered as an elective to all students in the
undergraduate programmes, including non-music students. An exploratory study has
been carried out at the Music Department of VP A, NIE, NTU (Dairianathan, 2003) on
the impact of improvisation for the mature beginner in music; defined here as one who
possesses little or no prior formal or certified musical training. What does it mean to
have participants in a twelve-week module who are mature beginners to such processes
with little or no formal training? What can be delivered to the "adult beginner" to make
improvisation an engaging, yet informed and interest sustainable experience? What sort
of curriculum needs to be developed to serve such purposes? If these mature beginners
area enabled, how are they assessed and what is the role of assessment in their learning
experiences? By reviewing processes of assessment of these non-music majors during
three runs of the module (July 2002, January 2003, January 2004), this study seeks to
examine the nature, role and significance of assessment, first in the students' creative
activities and projects; secondly in evaluating the impact of improvisation; and thirdly,
whether musical improvisation activities have any bearing on thinking, learning or
activity not related to music. The eventual objective is to critically assess the
correlation of assessment in this context to the learning outcomes in the module and
offer some helpful suggestions towards assessing free improvisation in the classroom.
Description: 
This paper was published in the Proceedings of ERAS Conference held in Singapore from 24-26 November 2004
URI: 
Appears in Collections:Conference Papers

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