Perspectives on Learning Assessment in the Arts in Higher Education

Drawing on theoretical and empirical insights from Arts teachers in Canada and Europe, this edited volume explores the question of how learning in the arts can be effectively and fairly assessed in the context of higher education.

Drawing on theoretical and empirical insights from art teachers in Canada and Europe, this edited volume explores the question of how learning in the arts can be effectively and fairly assessed in the context of higher education.

The chapters consider a rich variety of assessment practices across music, visual and plastic arts, performing arts, design, fashion, dance and music and illustrate how knowledge, competencies, skills and progress can be viably and fairly assessed. Contextual challenges to assessment are also considered in depth, and particular attention is paid to the challenges of reconciling teaching in the arts, aimed at an intuitive transformation of the student, and assessing learning that takes on its meaning in subjectivity and sensitivity.

This text will benefit researchers, academics and educators in higher education with an interest in assessment in the artistic disciplines and in the topic of creativity more broadly. Those specifically interested in educational assessment policy and the visual arts will also benefit from this book.

Autorentext

Diane Leduc is Full Professor in the Didactics Department at the University of Quebec in Montréal, Canada.

Sébastien Béland is Associate Professor in the Department of Educational Policy and Foundations at the University of Montréal, Canada.

Inhalt

Introduction

Diane Leduc and Sébastien Béland

PART ONE: Fundamental perspectives: About subjectivity and intentionality

Chapter 1. The Ethics of Assessing Learning in the Arts

Denis Jeffrey and Lorna Boily

Chapter 2. Objectifying Subjectivity

François-Marie Gerard

Chapter 3. The Problem of Authorship: A Thorn in the Side of Assessment

Dina Zoe Belluigi

PART TWO: Broader Perspectives: From the audition to the graduation

Chapter 4. From Competitions to Examinations: An Analysis based on a Range of Practices and Artistic Assessment Criteria in France, Switzerland, and Albania

Isabelle Mili

Chapter 5. The Assessment of Instrumental Learning in Classical Music in Francophone Canada and Europe
Isabelle Héroux and Laurence Lambert-Chan

Chapter 6. From Fail to First: Revising Assessment Criteria in Art and Design

Robert Harland and Phil Sawdon

PART THREE: Overlapping perspectives: Between the fear and the wow!

Chapter 7. Should We Fear Assessment in the Arts?

Charles Hadji

Chapter 8. Assessing Creativity in Three College Programs
Angela Mastracci

Chapter 9. The Wow Factors: The Assessment of Practical Media and Creative Arts Subjects

Janey Gordon

PART FOUR: Applied perspectives: Of competencies and practices

Chapter 10. Assessing Competencies in Visual Arts: The Case of Francophone Europe

Bernard-André Gaillot

Chapter 11. Development and Assessment of Creative Competency in Visual Art and Dance

Pierre Gosselin, Sylvie Fortin, Elaine St-Denis, Sylvie Trudelle, Francine Gagnon-Bourget, and Serge Murphy

Chapter 12. The Assessment of Creative Competency in the Visual Arts in Québec Universities and Colleges

Pierre Gosselin, Elaine St-Denis, Sylvie Fortin, Sylvie Trudelle, Francine Gagnon-Bourget, and Serge Murphy

Chapter 13. The Assessment of Creative Competency in Contemporary Dance in Québec

Colleges and Universities: What the teachers have to say about it

Sylvie Fortin, Sylvie Trudelle, Pierre Gosselin, Elaine St-Denis, and Serge Murphy

Chapter 14. Using the Portfolio as a Tool for Assessment in the Arts

Martin Mainguy

Chapter 15. Assessing Practices in Four Postsecondary Performing Arts Institutions in Montreal

Diane Leduc and Laurence Lambert-Chan